collins, george j.; stormer, william l. title condition of ... · ed 037 890. author. title...
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ED 037 890
AUTHORTITLEINSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
EF 000 274
Collins, George J.; Stormer, William L.Condition of Public School Plants 1964-65.Office of Education (DHEW) , Washington, D.C.0E-21033-Misc-No-506542p.Superintendent of Documents, U.S. GovernmentPrinting Office, Washington D,. C. 20402(F55.221:21033-65 $.35)
EDRS Price MF-$0.25 HC Not Available from EDRS.*Classrooms, *Facility Requirements, PhysicalFacilities, *School Buildings, *School Planning,*School Surveys
ABSTRACTThis report provides factual information on the
adequacy in terms of number of schoolrooms in the nation's schoolfacilities and the physical condition of schoolrooms. Data arepresented regarding--(1) building and site deficiencies, (2) ratio ofpupils to instructional rooms, and (3) new facilities needed toachieve desirable pupil-room ratios. A general description isincluded of the sampling and survey procedures employed as well asdefinitions of certain forms used in the report. The appendixincludes sampling procedures, selected state tabulations, andquestionnaire items. (FS)
tr
OE -21033
CONDITION OF PUBLIC SCHOOL PLANTS1964-65
U,S, DEPARTMENT OF HEALTH. EDUCATION& WELFARE
OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON OR
ORGANIZATION ORIGINATING IT POINTS OF
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SARILY REPRESENT OFFICIAL OFFICE OF EDU.
CATION POSITION OR POLICY.
U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOffice of Education
C)
OE -21033Misc. No. 50
reN
CDC)LAJ
CONDITION OF PUBLIC SCHOOL PLANTS
1964-65
by GEORGE J. COLLINS, DirectorElementary-SecondaryStudies Branch
and
WILLIAM L. STORMER, SpecialistSchoolhousing Statistics
U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREANTHONY J. CELEBREZZE, Secretary Office of Education FRANCIS KEPPE.L., Commissioner
A publication of the
BUREAU OF EDUCATIONAL RESEARCH AND DEVELOPMENTRalph C. M. Flynt, Associate CommissionevE. Glenn Featherston, Deputy Associate Commissioner
and the
NATIONAL CENTER FOR EDUCATIONAL STATISTICSA. M. Mood, Assistant Commissioner
Statistical Analysis DivisionLouis H. Conger, Acting Director
Superintendent of Documents Catalog No. FS 5.221:21033-65
U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON: 1965
For isale by the Superintendent of Documents, U.S. Government Printing OfficeWashington, D.C. 20402 Price 35 cents
FOREWORD
INCE 1956 the Office of Education has collected and published information pertaining to the class-room shortage in the Nation. This information was collected in a survey series which utilized the
principle of local and/or State determination for the count of crowded and unsatisfactory instructionalrooms reported to the public. Difficulty arose in the fact that these data were not readily comparablefrom year to yea/, nor between States.
In 1962, the Office of Education in cooperation with State educational agencies, the Bureau of theCensus, and the Department of Defense conducted an inventory of public and nonpublic school plants.Although this study was not intended to determine the number of crowded or unsatisfactory classrooms,it did identify in an objective fashion some conditions of school facilities in these areas. In addition,this study stimulated a demand for more detailed information on schoolhousing.
This demand resulted in the development of a survey instrument which, it is believed, secures moredefinitive data on the condition of school facilities and identifies 'potential need on comparable bases.Some of the data of this study were first reported in a press release in May, 1965.
The National Center for Educational Statistics is indebted to John L. Cameron, Chief of theSchoolhousing Section of the Office of Education and to the following education agency officials in triteState and outlying areas who aided greatly in the conduct of the sample survey :
ALABAMA C. G. Horton, Consultant, School Plant Construction
ALASKA Robert P. Isaac, Assistant Commissioner, Administrative Services
ARIZONA Governor Aker, Assistant Superintendent
ARKANSAS Frank W. Cannaday, Supervisor, Division of Statistics
CALIFORNIA Charles D. Gibson, Chief, Bureau of School Planning
COLORADO Paul G. Bethke, Field Office Coordinator
CONNECTICUT Maurice J. Ross, Chief, Research, Statistics, and Finance
DELAWARE G. Kent Stewart, School Building Planning Specialist
DISTRICT OF COLUMBIA Boise L. Bristor, Statistician
FLORIDA Harold Cramer, Coordinator, School Plant Planning Services
GEORGIA G. G. Bailey, Chief, School Plant Services
HAWAII James T. Okamura, Director, School & Public Library Facilities Branch
IDAHO Carl W. Warner, Deputy Superintendent, Special Services
ILLINOIS Dale E. Kaiser, Research Associate
INDIANA E. Gordon Richardson, Director, Data Processing and Research
IOWA M. Gene Coffey, Consultant, Plant Facilities
KANSAS Howard L. Miller, Consultant, School Facilities Services
KENTUCKY Paul W. Thurman, Director, Division of Buildings and Grounds
LOUISIANA C. E. Holly, Director of Schoolhousing
MAINE Keith L. Crockett, Director, School Plant Development
MARYLAND George A. Myers, Supervisor, School Plant Planning
MASSACHUSETTS Raymond S. Dower, Jr., Director, Division of Research and Statistics
MICHIGAN Lloyd E. Fales, School Plant Consultant
MINNESOTA Guy 0. Tollerud, Director, School Baii1,21ing Planning and Development
MISSISSIPPI Ruby M. Thompson, Assistant Director, Division of Finance and Research
MISSOURI George D. Englehart, Director, School Building Services
MONTANA Elizabeth N. Harrison, Director, Financial and Statistical Services
NEBRASKA David Hutcheson, Director of School Building Services
NEVADA Bert L. Cooper, Supervisor, School Plant Planning
NEW HAMPSHIRE Paul R. Fillion, Chief, Division of Administration
NEW JERSEY Francis S. Pinkowski, Acting Director, Research and Publications
NEW MEXICO La Moine Langston, Chairman, Administrative Services
NEW YORK John J. Stighneier, Chief, Division of Statistical Services
NORTH CAROLINA J L. Pierce, Director, School Planning
NORTH DAKOTA Howard J. Snort land, Director, Finance and Statistics
OHIO W. Dwight Darling, Assistant Superintendent, Department Services
OKLAHOMAPhil Gruber, Director, School Plant Services
OREGON Ivan M. Luman, Consultant, School Facilities Section
PENNSYLVANIA Carl D. Morneweck, Director of Research
RHQDE ISLAND Stewart R. Essex, Supervisor, Quality Control
SOUTH CAROLINA Frank M. Kirk, Director, School Administration, Public Information P,nd Special
Services
SOUTH DAKOTA Arthur K. Shaver, Research Director
TENNESSEE Frank E. Irwin, Coordinator, School Plant, Pupil '.. ransportation, and Special Services
TEXAS Leon R. Graham, Assistant Commissioner for Administration
UTAH Maurice Parnett, Administrator, Division of Research and Planning
VERMONT Frank G. Hensel, Chief, Research & Statistics
VIRGINIA Alfred L. Wingo, Director, Division of Special Services
WASHINGTON Dike A. Willoughby, Consultant for Facilities and Organization
WEST VIRGINIA Harlan L. Duncan, Director, School Plant Planning
WISCONSIN Leo R. Hilfiker, Supervisor, School Planning
WYOMING Walter C. Reusser, Deputy Superintendent, Research
AMERICAN SAMOA M. J. Senter, Special Assistant to the Director of Education
CANAL ZONE John 5, Pettingill, Assistant to Superintendent
GUAM Dawes T. Harnden, Assistant Superintendent for Instruction
PUERTO RICO Clyde L. Fischer, Director, Division of Statistics
iv
Foreword
Contents
1. IntroductimiBuilding and Site DeficienciesRatio of Pupils to Instructional Rooms
IV. New Facilities Needed to Achieve Certain Pupil-Room RatiosV. Survey Procedures and Definitions of Terms
PAGE
iii
AppendixesA. Sampling Procedure 28B. State Tables 28C. Questionnaire Items 35
National Tables
1. Number and percent of permanent and non-permanent buildings, and offsite facilities,rooms, and pupils by type of buildingcharacteristic in 50 States, the District ofColumbia, and four Outlying Areas :1964-65 12
2 Number and percent of permanent buildings,rooms and pupils by organizational leveland by type of building deficiencies for 50States, the District of Columbia, and fourOutlying Areas : 1964-65 14
3. Summary of deficiencies for all buildingsused for instruction purposes in 50 States,the District of Columbia, and four Out-lying Areas : 1964-65 16
4. Number and percent of plants, rooms, andpupils reported by site characteristics re-lated to health and sanitation in 50 States,the District of Columbia, and four Out-lying Areas: 1964-65 17
5. Public school plants, instructional rooms,and pupils enrolled by completion date oforiginal building and selected characteris-tics for 50 States, the District of Columbia,and four Outlying Areas : 1964-65 19
6. School plants and pupils enrolled by organ-izational level and pupil per room intervalfor 50 States, the District of Columbia,and four Outlying Areas: 1964-65 20
7. Median pupil per instructional room in per-manent, nonpermanent, and offsite facili-ties, by organizational level for 50 States,the District of Columbia, and four Out-lying Areas : 1964-65 21
VI
8. Number of school plants requiring additionalrooms for instructional use as determinedby varying measures of pupil accommoda-Urn and according to local opinion ofrooms needed to eliminate overcrowdingin the 50 States, the District of Columbia,and four Outlying Areas : 1964-65
9. Number and percent of school plants and en-rollments where local school officials indi-cated the school plants are overcrowdedand special instructional rooms areneeded: reported by organizational levelfor 50 States, the District of Columbia,nd four Outlying Areas : 1964-65
Appendix A:
A. Universe of school plants from the NationalInventory of School Facilities, 1962-64;percent of sample returns ; and adjusteduniverse of school plants
22
23
27
Appendix B:
10. Number and percent of instructional roomsby age and fire rating of Idermanent build-ings, and instructional rooms in nonperma-nent buildings, and in offsite facilities, byState: 1964-65 29
11. Number of rooms used for instruction ac-cording to independently selected fre-quencies of site or building deficiencies orboth reported, by State : 1964-65 30
12. Number and percent of pupils in publicschool plants with deficiencies in waterand sanitary facilities, by State: 1964-65 . . 31
13. Number of permanent, nonpermanent schoolbuildings and offsite facilities by numberof deficiencies reported, and by State :1964-65 32
14. Pupils enrolled in public school plants by se-lected ratios of pupils to instructionalroom, organizational level and by State :
vi
1964-65 3315. Number of additional rooms needed for in-
structional use as determined by varyingmeasures of pupil accommodation and ac-cording to local opinion of rooms neededto eliminate overcrowding, by State:1964-65 34
L IntroductionTHIS REPORT on the condition of public schoolII facilities is based on a sample of 18,000 school plants,
selected to represent the public school plants in useduring the 1964-65 school year. This sample of 18,000plants represents approximately 20 percent of all schoolplants in the Nation. The sample estimate for the num-ber of instructional rooms is 1.55 million ; the FallSurvey 1 reports 1.56 million rooms, or a difference of0.6 percent. The estimate from the sample of the pupilsenrolled is approximately 40.009 million, or about 5percent less than the enrollment reported in the fall of1964.2 The difference in pupil enrollment is probablyprimarily the result of differing definitions of enrollmentand sampling variation, so that 5 percent may be a fairindication. of the level of the accuracy of the numbersof pupils reported in this document.
This report provides factual information on twoquestions concerning the Nation's school facilities: Arethere enough schoolrooms ? What is the physical con-dition of schoolrooms ?
With regard to the number of schoolrooms it is foundthat the median number of students per schoolroom inthe Nation is about 27.5. Some 12.645 million pupils(30 percent of all pupils) are in plants with 30 or morepupils per room. To increase the capacity of the plantsto the point where there would be not more than 30pupils per room would require 57,000 additional rooms.A total of 107,000 additional rooms would bring allplants to the present National median (27.5 pupils perroom) .
An additional 78,000 rooms over and above the pre-ceding numbers would enable school officials to ceaseusing 31,000 makeshift rooms, 32,000 rooms in non-permanent buildings, and 15,000 offsite rooms inchuAles, vacant stores, etc.
In order to obtain information about the physicalcondition of school buildings, data were collected onnine specific characteristics: structural soundness, heat-ing, fire alarm system, stairwell construction materials,stairwell enclosures, building exits, fire detection system,electrical capacity, and lighting conditions.
About 16 percent of school buildings (representing301,000 schoolrooms) have no deficiency in the ninecharacteristics listed. About 46 percent of buildings(727,000 schoolrooms) have one of the listed defects ;23 percent (318,000 schoolrooms) have two of the de-fects and 15 percent (166,000 schoolrooms) have threeor more of the defects. Generally, buildings with sev-eral defects are among the older school buildings.
It should be emphasized that these conditions of
I Carol Joy Hobson and Samuel Schloss Fall 1964 Statistics of Public Schools,(OE 20007-64) U.S. Department of Health, Education, and Welfare, Office ofEducation, Washington: U.S. Government Printing Office, 1964 p. 2.
Ibid.
school facilities refer to the 1964-65 school year. Numer-ous factors change conditions from year to year. Newplants are built and old plants deteriorate. Neglectedmaintenance sometimes leads to severe damage and pos-sible abandonment. Districts are consolidated and as aresult some plants are abandoned. Population shiftscause new schoolhousing crises in growing communities,and underutilization of facilities in shrinking communi-ties. The population of the United States continues togrow, creating an always increasing demand for newschool facilities. Changing and expanding school pro-grams constantly create requirements for new facilitiesand modernization of older facilities. The new upsurgeof interest in substantially broadening the scope ofeducational activities in the Nation will certainly resultin additional demands for new educational facilities.
School facilities must, above all, serve the main ob-jective of the educational programlearning. If thefacilities are inadequate, they assume an unwarrantedimportance by consuming attention which should bedevoted to the program they house. When the facilitiesare adequate or nearly adequate, they are almost un-noticed. When they are well planned, the facilitiescomplement the teaching and learning processes. It ishighly important for local, State, and Federal educatorsto assess the status of the school facilities throughoutthe Nation and to develop programs to ensure both theconstruction of well-designed facilities and the con-tinuous maintenance of those facilities already in use.
The Office of Education mailed the questionnaires inthe fall of 1964 to local school systems. Officials therecollected and recorded the information. State educationdepartments reviewed the forms for internal consistencyand dispatched them to the Office of Education forprocessing and consolidating into tabular reports.
This report is divided into six parts covering differ-ent aspects of the survey. Part I is the introduction. PartII describes: (1) the overall selected characteristics ofschool buildings, (2) the specific building deficiencies,(3) the combinations of building defects, (4) the charac-teristics of school sites, and (5) the combinations of theselected building and site conditions. Part III reportspupil-room ratios in school plants, and median numberof pupils to rooms for the States and Nation. Part IVpresents the appraisal of local school officials with re-gard to needed schoolrooms and also three calculationsof rooms needed to reduce the pupils per room to statedlevels. In addition, special types of instructional facili-ties needed where overcrowding exists are presented inPart IV. Part V provides a general description of thesampling and survey procedures employed as well asdefinitions of certain forms used in the report. TheAppendix, includes sampling procedures, selected Statetabulations and questionnaire items.
7,7
II. Building and Site Deficiencies
THIS PART OF THE REPORT uses five tables toI exhibit information about the physical condition of
public school buildings and sites. The first three sectionsshow the overall physical characteristics of public schoolbuildings in the Nation, the distribution of selecteddeficiencies by the type of school instructional organi-zation, and the accumulation of deficiencies reported byage and fire rating of the buildings. The nine selectedcharacteristics of buildings and the four conditionsconcerning the site, pertain to the safety and well-beingof pupils occupying educational facilities. The fourthsection describes the conditions related to health andsanitation. The last section describes the extreme de-ficiencies in buildings and sites.
Structural aspects.About 2 out of 3 pupils or 27.01million pupils are being taught in buildings whichshow no evidences of structural deterioration: for ex-ample, bulging, shifting, sagging, or cracking of founda-tions, walls, roofs, or floors. (See table 1.) In addition,9.282 million pupils or about one-fourth are reported inbuildings having slight evidences of structural deterio-ration, Local school officials reported 7,000 buildings,housing about 1.308 million pupils, or 3.3 percent, withextensive structural deterioration.
Fire safety and exiting.Three important items re-lated to fire safety in this survey are : (1) the availabilityof an audible alarm system, (2) the construction offin-resistant stairways and stairwells in multistorybuildings, and (3) the compliance with State or localfiY e-protection standards. About 34.791 million pupils,or 7 out of every 8, are occupying buildings which havefire alarm systems that are distinctly different fromother program signals and are audible throughout thebuildings. About 1.785 million pupils are housed inbuildings where the alarm is not audible throughout thebuilding and 1.685 million pupils are housed in buildingswhich do not have any alarm system. These last twofigures represent approximately 8.9 percent of the pupilsattending school at the time of the survey. These 3.47million pupils attending schools with inadequate alarmsystems may or may not also be affected by the twoother critical conditions related to fire safety. A latertable shows the incidence of buildings with multiple de-fects. Approximately 19.557 million pupils, about one-half, are housed in buildings with fire-resistant stair-ways ; and 15.439 million pupils, 39.7 percent, are inone-story buildings. There are, however, 3.226 million
pupils in multistory buildings with combustible stair-wells and stairways.
The construction of buildings with an adequate num-ber of exits for large groups has been a concern of localand State officials for many years. Standards and regu-lations for construction have usually been rigorouslyenforced and school officials are more than willing tocooperate. In many instances newly constructed schoolsprovide many more exits than the required minimums.The major portion of the pupil population, 36.468 mil-lion, or 93.7 percent, are housed in buildings which meetexisting State requirements for exits. Only 474,000, or1.2 percent of the pupils, are occupying buildings inwhich major infractions of exit standards are reported.Most likely, these are buildings constructed before moredemanding requirements were included in newer codes.
Electrical service.About 93.7 percent of the pupilpopulation is located in buildings which have electricalsystems that meet the usual demands placed upon themduring the day. About 4.5 percent, or 1.736 millionpupils, are presently being taught in buildings whichhave insufficient electrical circuits to meet the normaldemands for electricity during the day. Approximately64,000 pupils are in buildings wholly without electricalservice.
Heating.A comfortable environment is essential togood teaching and learning. Modern architectural engi-neering emphasizes the value of comfort and a stress-free environment for work and school. School work par-ticularly needs the undistracted attention of pupils.Adequate heating and a sufficient quality of lighting aretwo vital conditions facilitating teaching and learning.School officials report 34.83 million pupils are attendingclasses in buildings which can maintain a temperaturebetween 68° and 74° F. in instructional rooms. Approxi-mately 5.2 percent of the pupil population are attendingschools not providing this minimum comfort.
Lighting.Lighting engineers are proposing betterquality and higher lighting levels for modern classroomwork. This study used 9,a unquestionably minimum levelof approximately 30 foot-candles as a suggested criteri-on in the question : "Is a sufficient amount of nonglaredaylight and/or artificial light, uniformly distributed,on desks, chalkboards, and other pupil-work stations ininstructional rooms ?" Local school officials reported27.26 million pupils attend schools with at least 30 foot-candles of light. Approximately 9.67 million pupils are
in buildings reported with lighting conditions that arepartially satisfactory. Nearly 920,000 pupils, or about2.4 percent, are in buildings which do not provide satis-factory lighting.
Building deficiencies, Local school officials report inthis survey that the majority of educational buildingsin America have fewer than two of the nine buildingdeficiencies surveyed (table 3). Most structures com-pleted within the last decade provide superior educa-tional environments ; however, negative characteristicsexist in many other school facilities of the Nation. Theyare presented for permanent buildings in table 2 by thetype of school instructional organization. Six of thenine deficiencies have a critical bearing on the safeoccupancy of a building and three items are consideredessential to the instructional program.
Deficiencies by scrlool organizational level.Thefigures presented in table 2 concern defects in perma-nent buildings and additions to permanent buildings.They do not include nonpermanent buildings or offsitebuildings used by the schools. Elementary school build-ings are most frequently reported with adverse condi-tions. Of the total 10,500 buildings, or 6.4 percent of thepermanent buildings not able to maintain a heatingtemperature range of 68° to 74° F. in instructionalrooms, half of the heating deficiencies or 3.2 percentare reported for elementary school buildings. The re-maining buildings with defective heating are aboutevenly divided between secondary (2,900 buildings) andcombined (2,300 buildings) schools.
The item on fire-detection systems is the only defectfound in a majority of buildings and rooms. Nearly69,7 percent of the pupils are housed in buildings whichdo vot provide sprinkler systems or other fire-detectiondevices in high fire hazard areas. Of the 70 percent ofthe pupils without this protection, 36.4 percent areelementary pupils, 20.2 percent are secondary pupils,and 13 percent are pupils in combined school plants.
Relationship of building defects and other buildingcharacteristics.Additional information is provided bycombining the building defects with other characteristicsof the buildings such as the date of construction and thefire-resistive rating. Of the three age groups used todescribe the construction of the buildings on the schoolsite, the more modern buildings completed "after 1940"comprise 73.2 percent of the buildings with one or nodefects. Among the categories of fire ratings, the build-ings rated as fire-resistive comprise approximately 74,7percent of the select group with one or no defects. Table3 reveals that buildings with four or more defects tendto be older structures and are usually not of fire-re-sistive materials.
Health and sanitation deficiencies of the school site.Health and sanitation conditions, shown in table 4, mayvary in small degrees when several buildings are locatedon a site, but in general they affect all users of thefacilities. As would be expected in 1965, in light ofpublic health programs, 96.6 percent of the pupils areattending schools where the water supply meets localor State health requirements. Some 185,000 pupils, how-ever, still attend 4,600 school plants which do not havewater piped into the buildings. This condition existsat each level of school organization, but combined andelementary schools report the greatest frequency. In7,200 school plants there are 518,000 pupils, or 1.3 per-cent, who must use outdoor privies. Approximately30.1 percent of the pupil population in the Nation doesnot have access to hot water at most handwashing facili-ties in the school buildings.
Relating site conditions and building conditions.The building deficiencies and site deficiencies are com-bined in order to identify extreme conditions. (Seetable 5.) There are 461,000 pupils, about 1.2 percent,currently housed at school plants with combustibleschool buildings constructed before 1920 reporting build-ing and site deficiencies. At the other extreme 8.8 per-cent of the pupil population attend school plants con-structed after 1940 which have fire-resistive fire ratings,and report neither site nor building deficiencies.
3
III. Ratio of Pupils to Instructional Rooms
THIS PART OF THE REPORT is subdivided intoTHISsections : (1) the ratios of pupils to rooms ;
(2) the median number of pupils to rooms for the Na-
tion, and (3) the median pupil-room ratios for theStates by type of school instructional organization.
Ratio of Pupils to Instructional Rooms
The ratio of pupils to instructional rooms providesone widely used measure of the adequacy of schoolfacilities. (See table 6.) This ratio is determined bydividing the total number of pupils attending the schoolby the total number of instructional rooms in the
school (including makeshift or improvised, nonperma-nent, and offsite rooms' . The resulting ratios are largerthan the more familiar pupil-teacher ratios. A highpupil-room ratio is an indication of an overcrowdedschool plant. In overcrowded plants, high ratios mayresult from : (1) multiple sessions with a curtailedschool day for the pupils, (2) large classes, or (3) the
use of itinerant teachers, particularly in secondaryschools, where there are usually more teachers thaninstructional rooms and they move from room to room.
Table 6 presents data which show the distribution ofpupils by pupil-room ratios for elementary, secondary,
and combined elementary and secondary schools. Pupils
in nursery and kindergarten are counted as one-halfthe number enrolled in computing ratios in order to
approximate the practice in most school districts of pro-viding a half day of instruction for pupils enrolledin kindergartens and nurseries. In the United States,District of Columbia, Puerto Rico, Panama Canal Zone,Guam, and American Samoa, about 12.645 million pupilsare in elementary, secondary, and combined school facili-ties with 30 or more pupils per room. Of the 12.645 mil-lion pupils, 4.188 million pupils are in secondary schoolswith 30 or more pupils per room. This figure representsone-third of the secondary school pupils in secondaryschool plants. There are 6.697 million pupils, or one-third of 21.284 million pupils, in elementary schools;and 1.75 million pupils representing about one-fourththe number of pupils in combined schools with 30 ormore pupils to an instructional room.
About 14.281 million pupils attend schools where thepupil-room ratio is less than 25 pupils per room. This
is about one-third of the enrollment in elementary
schools and secondary schools, but it is one-half of the
pupils attending combined schools.
4
At the extremes 1.84 million pupils are in schoolswith 40 or more pupils per instructional room and 1.145million pupils are in schools with less than 15 pupils perinstructional room.
The growth of enrollment, particularly in secondaryschools in the past two years, has been accommodatedby increasing the number of pupils per room. For ex-ample, in 1962 there were 10.3 million pupils in second-ary school plants in the 50 States and the District ofColumbia 1 as compared with 11.9 million pupils in1964. Most of the increase occurred in secondary schoolswith 30 or more pupils per room. In 1962 there were3 million secondary pupils in classrooms of 30 or morepupils in the 50 States and the District of Columbia.This survey reports slightly more than 4 million pupils.Over one-half of the total increase in enrollments wasaccommodated by enlarging pupil-room ratios.
Median Number of Pupils Per Room
The median pupil-room ratio is 27.5. That is, one-halfof the pupils are in school plants with pupil-room ratioshigher than 27.5 and one-half are in plants with pupil-room ratios lower than 27.5. In the following table themedian number of pupils to a room has been com-pared with previous information reported in 1962. The
Median Pupil-Room Ratios
Organizational levelof instruction in
school plants
National Inventoryof School Facilities
and PersonnelSpring 1002
Condition ofPublic School Plants,
1004-06
Total 2649 27.1
Elementary 27.6 27,4
Secondary 26.8 27.5
Combined 24,7 24.7
median for all plants remained about the same. Ele-mentary and secondary school plants have higher ratiosthan the combined school lilts. The median ratios forelementary and secondary school plants are used incomputations for preparing table 8. Conditions im-proved slightly in elementary school plants from (27.6to 27.4). In secondary plants the median increased from26.3 to 27.5 since the 1962 National Inventory for the50 States and District of Columbia.
George J. Collins, National Inventory of School Facilities and Personnel, Spring1002, (OE- 21026). U.S. Department of Health, Education, and Welfare, U.S.Office of Education 1064, p. 00,
Median Ratios of Pupils to Rooms Among TheStates
The median ratios of pupils per instructional roomshow great variability among the States, depending onthe land area and population density of school districtswithin a State. For elementary school plants, six Stateshave median ratios of 30 pupils per room (table 7).South Dakota has a median ratio of 22 pupils per room.The median for elementary school plants in the Na-tion is 27 pupils.
In secondary school plants Florida and Californiahave median ratios of 31 pupils per room and Vermonthas a ratio of 21. The median for the Nation is 27pupils 'for secondary schools, the same as for elementary.
Combined schools offering elementary and secondaryeducational programs are usually located in less denselypopulated areas. These schools generally have fewerpupils per instructional class and the medians in table7 show considerable variation, but in general are lessthan those for elementary and secondary school plants.
5
IV.New Facilities Needed to Achieve Certain Pupil-Room Ratios
THIS PART OF THE REPORT explores the questioni of whether there are enough schoolrooms. There are
presented not only local estimates of rooms needed butcalculations of how many rooms will reduce largerpupil-room ratios to specified levels.
Methods of Measuring Crowding
One way to measure the number of m oms neededto relieve overcrowding is simply to ask local schoolofficials: (1) the local standards of class size, (2) thescheduling practices, and (3) any other conditions thataffect the capacity of the plant for the program that isbeing offered. A local school official's assessment is prob-ably more closely related to local goals and plans thanany other standardized procedure. The use of this meas-ure, however, has disadvantages from a statistical stand-point and from the viewpoint of a practical understand-ing of overcrowding. It is also difficult to discover andreport the standards actually employed by each localschool district in the assignment of pupils to a schoolplant or to each class group.
The pupil-room ratio provides a simple device forcomputing the number of rooms needed to relieve anygiven level of crowding. By illustratively defining aparticular pupil-room ratio, such as 30, to be the pointat which overcrowding begins, one can compute thenumber of additional rooms needed to reduce the pupil-room ratio to this level. This method produces com-parable data, by a specified, common measure fromplace to place, but it makes no allowance for differencesin local practices and standards. Computations of thistype are frequently used for a general determinationof the pupil capacity of a school plant.
Further insight can be supplied by repeating thecomputations with another pupil-room ratio as the pointof overcrowding. In this report three different levelsare usedpupil-room ratios of 30 for elementary andsecondary pupils ; the 1964-65 median computed fromtable 7 which is 27.4 for elementary and 27.5 for second-ary; and a pupil-room ratio of 25 for elementary and20 for secondary pupils. The second level based on themedian ratios, actually observed, represents a normderived from operating practice.
This computation does not include any replacementof makeshift, nonpermanent, or offsite rooms. Theserooms are counted as available for use in determiningthe pupil-room ratio at a school plant under operatingconditions.
6
Varying Measures of Pupil Accommodation
The number of additional instructional rooms neededto accommodate pupils depends upon the overall pupil-room ratio desired. It is difficult to obtain the actualclass size of each instructional group, each class hourof the day; but the overall method essentially aver-ages the conditions. A small change in a pupil-roomratio results in a large change in rooms needed. Thepivotal figures used for pupil-room ratios in level IIof table 8 are the median numbers obtained from table7 for the 50 States and District of Columbia.
At level II, using the 1964-65 medians, 107,000 addi-tional classrooms would be needed for the 50 States,District of Columbia, Puerto Rico, Panama Canal Zone,Guam, and American Samoa, if all pupils were to behoused in school plants with pupil-room ratios equal toor less than the medians. This number does not includethe additional rooms needed to eliminate the use ofimprovised and makeshift rooms or nonpermanentrooms, or the rooms used away from the main schoolsite.
For level I, with pupil-room ratios of 25 pupils perroom in elementary and 20 pupils in secondary schoolplants which are closely related to the average pupil-teacher ratios, the need would be 298,000 additionalinstructional rooms.
At level III, with pupil-room ratios increased to 30in both elementary and secondary school plants, only57,000 additional instructional rooms would be needed.
Appraisals by local public school officials indicate aneed for 109,000 additional instructional rooms, a num-ber which is nearly the same as the number of roomsneeded to attain the median pupil-room ratios. A com-parison of these appraisals with the number of instruc-tional rooms needed to provide pupil-room ratios at themedian level of 27.4 in elementary and 27.5 in secondaryshows the following differences by the type of schoolinstructions I organization.
Additional instruction rooms needed
Total Elementary Secondary Combined
Local appraisal 109,000 47,000 40,000 22,000Median 107,000 64,000 36,000 17,000
Difference 2,000 +7,000 4,000 6,000
The number of rooms needed to eliminate overcrowd-ing by using the median is substantially the same as the
appraisal of need given by local school officials. Theovera difference is only 2,000 rooms, which is within1.8 percent agreement. Among the types of school in-structional organization, however, the differences aregreater: local appraisal permits larger classes in ele-mentary than in secondary schools.
Means Used to Eliminate Overcrowding
In addition to increasing the number of pupils in aroom, there are generally three other ways of providingfor large pupil enrollments with an inadequate numberof rooms in a school building. (1) Improvised andmakeshift rooms can be provided in unremodeled hall-ways, basements, storage rooms, or teacher rooms. (2)Nonpermanent classrooms can be moved onto a schoolsite. Some of the most recently constructed nonperma-nent facilities are quite satisfactory, but most are lessthan satisfactory wooden structures ; many of them arereactivated World War II barracks.1 (3) Offsite roomscan sometimes be found in other schools, or in any avail-able space in a school district, such as public buildings,residences, church basements, or unused stores.
Tables 2 and 3 show numbers of makeshift, non-permanent, or offsite rooms in use at the time of thesurvey. The numbers in tables 2 and 3 should not beadded because some of the makeshift rooms are innonpermanent or oft Site facilities. The duplication ofmakeshift rooms is eliminated in the following texttable. The 31,000 improvised and makeshift rooms inuse for 1964-65 reflect an increase of about 3,000 sincethe 1962 National Inventory when 28,000 were in use.The use of nonpermanent rooms in the 50 States andthe District of Columbia has remained about the sameover the past two years ; approximately 31,000 roomswere, and are, in use. For this survey, the local appraisalof the additional rooms needed to eliminate overcrowd-ing is combined with the improvised room arrangementsin the following table to present a more comprehensiveview of the overall conditions.
Number of additional rooms needed to eliminate overcrowding by using localappraisal and the median pupil-room ratio; including makeshift, nonpermanent,and off site instruotional rooms in 50 States, District of Columbia and four Out-Wisp/ Areas: 1964-65
Total rooms187,000
Total rooms185,000
To eliminate overcrowding: To eliminate overcrowding:Local appraisal 109,000 Median model 107,000
27.4 elementary27.5 secondary
To replace: To replace:Makeshift or improvised . , . 2 31,000 Makeshift or improvised 131,000Nonpermanent 32,000 Nonpermanent 32,000Offsite (on another school
site and not on anotherOffsite (on another school
site and not on anotherschool site) 15,000 school site) 15,000
Frank Carioti, Relocatable School Facilities, Educational Facilities Laboratory,New York, 1964.
2 To avoid duplications in count,,does not include approximately 9,000 makeshiftrooms in nonpermanent and offsite
As just shown, an additional 187,000 rooms wouldbe needed to eliminate overcrowding and to eliminatethe use of makeshift or improvised rooms, nonperma-nent rooms, and rooms used away from the main schoolsite. The largest number of these rooms is needed inelementary school plants where 2L284 million pupilsattend school. The number of these types of rooms insecondary school plants, however, indicates a greaterinc!dence of the use of nonpermanent and offsite roomsfor secondary education.
None of these figures in the above table take intoaccount the need for replacing inadequate instructionalfacilities, new enrollment and the shifting populationfor 1965-66, or the rooms needed for school district re-organization or the closing of small schools.
Types of Special Instructional Rooms Needed
Local school officials in 22,600 school plants indicateda need for special types of instructional rooms to elimi-nate overcrowding. No indication of the number of eachtype of special instructional rooms needed at each schoolwas obtained. Respondents checked the type of facility,and in some instances more than one room of a giventype might have been desired. ( "ee table 9.) Sciencelaboratories are needed in 5,500 school plants, or about6.3 percent of the school plants in the Nation. Theseplants have 4.588 million pupils, or 11.5 percent of thepupils in the Nation.
The type of room most needed in overcrowded schoolplants is a music room. Music rooms are needed in schoolplants housing 5.174 million pupils or nearly 12.9 per-cent of the pupils. Arts and crafts rooms are neededin school plants with 3.939 million pupils and languagelaboratories are needed in school plants with 3.061 mil-lion pupils.
Industrial, vocational, or technical shops are neededto eliminate overcrowding in school plants with 3.646million pupils, most of whom are in secondary andcombined school plants. Home economic laboratoriesare also most frequently needed in secondary and com-bined, schools where 1.842 million pupils are attendingovercrowded schools.
None of the figures in table 9 take into account theneed for replacing inadequate special instructionalfacilities.
7
V.Survey Procedures and Definitions of Terms
THE PROBABILITY SAMPLE used in this surveywas taken from the 95,306 records of public school
plants in the master file of computer tapes on the Na-tional Inventory of School Pa iilities and Personnelcompiled in 1962 1 and upda-V,:t in 35 States to 1964.The selection of respondents was drawn by the strati-fied cluster sampling technique. The number of schoolplants sampled in any one State varied with the averagenumber of rooms in school plants and the differentorganizational types of school plants. The numberselected in States ranged from 122 in Delaware toapproximately 1,000 school plants in Nebraska andSouth Dakota. The stratification of school plants, inorder to be representative of the State, was based on-
1. The type of school instructional organization(i.e., elementary, secondary, or combined ele-mentary and secondary) .
2. The size of school enrollment (i.e., small, medi-um, or large for each type of school) .
3. The period in which construction of the originalbuilding on the site was completed (i.e., before1920, 1920 to 1940, and after 1940).
The Questionnaire
The survey questionnaire was designed to be com-pleted at the school site by a school official having apractical working knowledge of the educational pro-gram, instructional rooms, and the conditions of theschool plant. The form of the survey instrument was asingle sheet containing a series of questions about schoolbuildings and the sites on which they were located. Eachquestionnaire contained prerecorded data supplied fromexisting records in the master computer tape file of theNational Inventory of School Facilities and Personnel2and new items designed for this survey. The respondentchecked and verified prerecorded information or insertedcurrent information where changes were needed.
New information was collected on four items pertain-ing to sanitation and health conditions on the site whichmay apply generally to all buildings located on a site.The nine questions dealing with specific building condi-tions are concerned with the structural soundness, firesafety, heating, electrical service, and lighting condi-tions in buildings used for instructional purposes. Thequestions used in this sample survey questionnaire rep-
1 George J. Collins, National Inventory of School Facilities aind Personnel, Spring1962 (0E-21026). U.S. Department of Health, Education, and Welfare, Office ofEducation, Washington, D.C.
2 Ibid.
8
resent a selection of items of information pretested inthe fall of 1963.
Mailing, Editing and Processing theQuestionnaire
Survey questionnaires were mailed, in most States, bythe State educational agencies to local school districtoffices, and, in turn, to school r'fficials in charge of theschool plants. Completed questionnaires were returnedthrough the district and State education agencies to acommercial processing center under contract to theOffice of Education. Usually, survey forms were ex-amined for reasonableness and completeness by respon-sible local and State school officials prior to their beingforwarded to the center.
Completed survey instruments received by Office ofEducation representatives were compared with pre-recorded data and examined for reasonableness andcompleteness of responses. This editing began soon afterthe mailout date of September 22, 1964, and continueduntil the computer tape file was officially closed February4, 1965. School plant questionnaires for four-fifths ofthe States were optically scanned and the data trans-ferred directly to magnetic tapes for machine processingbefore January 1, 1965. Late returns secured for theremaining one-fifth of the States brought the overallresponse rate to 90 percent on February 4. Tape recordsfor the responding school plants were then machineedited and the responses were tabulated.
Definitions and Classificallons of Data
For the convenience of the reader, a selection of moreimportant classifications and definitions used in thisreport are presented. Definitions and terms used in thequestionnaire and this report generally conform to thosefound in Handbook III, Property Accounting for Localand State School Systems' and the National Inventoryof School Facilities and Person'nel.4
School plant.This was the basic sampling unit: Aschool plant is the site, buildings, and equipment con-stituting the physical facilities used by a single schoolor by two or more schools sharing the use of common
8 Property Accounting got Local and State School Systems, (Bulletin N , 22,1969) U.S. Department of Health, Education and Welfare, Office of Education.Washington: U.S. Government Printing Office, 1969, p. 194.
George J. Collins, National inventory of School Facilities and Personnel, Spring1962 (0E,-21026). U.S, Department of Health, Education and Welfare, Office ofEducation. Washington: U.S. Government Printing Office, 1964, p. 6-6.
facilities. Data on enrollment, overcrowding, and sani-tary deficiencies were reported only for the entire plant.
Elementary, secondary, and combined.--As used inthis report, these terms refer to the level of instructionalorganization of students enrolled at the school plant asa whole. Thus "elementary" does not mean all elementaryschools, because many elementary schools are in com-bined plants serving both elementary and secondarypupils. Local school officials classified the instructionalorganization of school plants when furnishing pupil en-rollment data. A school plant may be organized to ac-commodate elementary school pupils, e.g., pupils in anycombintition of grades from kindergarten or nurserythroug). and including grade 8 or secondary schoolpupils, e.g., pupils in grades 5 through 14. The Office ofEducation designates as combined school plants thosewhich include both elementary and secondary schoolpupils located on the same or adjacent school sites.When, however, either the number of elementary or thenumber of secondary pupils on a site exceeds 90 percentor more of the total enrollment on the site, the schoolplant is not designated a combined plant, but assignedto the group with the predominant enrollment.
Physical characteristics of buildings.Buildingcharacteristics are reported for each building. Build-ings are classified as onsite-perznanertt, onsite-nonper-manent, and offsite facilities. An addition to a perma-nent building is reported as another building if itscharacteristics differ from those of the main buildingto which it is attached. In the case of nonpermanentbuildings, groups of structures on the site which havesimilar physical characteristics may be reported as onebuilding. Offsite buildings housing pupils assigned to theschool are included, but physical characteristics are re-ported only for that portion of the facilities to whichpupils are assigned.
Rooms per building.The number of instructionalrooms is reported for each building; thus they can be
related to building deficiencies. The existence of general-use facilities, such as auditoriums, libraries, gymnasi-ums, cafeterias and other multipurpose rooms wasrecorded on the questionnaire for each building; butdata concerning general-use facilities are not analyzedin this report.
Pupils prorated to building.In the tables, pupilsare reported according to the physical and environ-mental characteristics of school buildings. Enrollmentsreported on the questionnaire for the entire plant havebeen prorated into the various buildings according to thenumber of instructional rooms in each building. In asecondary school, this gives a minimum count of pupilswho actually attend classes in a particular building, be-cause secondary pupils usually move from one room toanother during the day.
Designed-instructional rooms, --A classroom de-signed or remodeled for regularly scheduled group in-struction includes regular classrooms, laboratories,shops, music studios, and other special instructionalrooms. This definition excludes auditoriums, gymriasi-tuns, libraries, and lunchrooms.
Makeshift or improvised rooms.Any facility orspace used for instructional purposes, but not designed,adapted, or specifically and completely equipped forteaching purposes. A makeshift space or room may beestablished to relieve overcrowding and/or to providefor shortcomings in educational programs ; e.g., mobileor semimobile science equipment may be placed in hall-ways or basements in vhe absence of a designed sciencefacility.
Special instructional facilities.A special class-room designed, or provided with built-in equipment, forspecialized learning activities. Examples are labora-tories, shops, and kindergarten rooms.
Fire-resistiveness rating of school building.Build-ings in the survey were originally classified as notedbelow in the National Inventory of School Facilities andPersonnel, Spring 1962,1 and these classifications wereverified in this survey.
Fire - resistive: A building constructed entirely of fire-resistive materials;or a building with fire - resistive walls and partitions, floors, daimons,and ceilings. A building of this type may have wood finish, wood orcomposition floor surfaces, and wood roof construction over a fire-resistive ceiling.
Semi-fire-resistive: A building with fire-resistive exterior and bearingwalls and fire-resistive corridor and stairway wails, floors and ceilings;but with ordinary owtstruction otherwise, such as combustible floors,partitions, roofs, and Aria.
Combustible: An all-frame building; a building with fire-resistive veneeror wood frame; or ono with fire-resistive bearing walls, but otherwiseof combustible construction.
Mixed: A building with one or more sections of one type of constructionand one or more sections of another type of construction.
Age of the school plant.Local school officials indi-cated the decade in which buildings on the plant sitewere completed in the National Inventory of SchoolFacilities and Personnel, Spring 1962' reports. In thesample survey, the age group into which the originalbuilding of the school plant was placed was determinedby the date the original building was completed. Thethree different periods used were: (1) before 1920,(2) between 1920 and 1940, and (3) after 1940. Themajor portion of construction "after 1940" occurredfollowing World War II.
School official.The term as used in this reportrefers to the school principal, assistant principal, headteachers in smaller schools, local school district plantplanner, director, specialist, or other school adminis-trator responsible for development and provision of suit-able school facilities. In some school systems, this personwas the district superintendent.
Ibid.
'"ii.1411ritlalroneVialsitimmemataa
9
Limitations
Completeness of coverage,The list of school plantsfrom which the sample was drawn was not fully up todate, although coverage was high, As an indication, thenumber of pupils represented by this survey is 40.009million, or about 95 percent of the pupils reported inattendance for the Fall of 1964 by the States and out-lying areas to the Office of Education.1
Deficiencies reported.The respondent was askedto report only deficiencies that generally characterizedthe entire building. Buildings in which only a few roomswere afrected by heating deficiency, for example, shouldnot have been reported. On the other hand, a buildingwhich was reported because most rooms could not beproperly heated might have some rooms that were notdefective.
Public schools.The survey is of public schoolsoperated with local, State and Federal funds; but ex-cluding Federal service schools and Bureau of IndianAffairs schools operated in a number of States.
Age of building.In table 5, which classifies theschool plant by the age of the original building on thesite, buildings and additions completed in a later period
1 Carol Joy Hobson and Samuel Schloss, Fall 1964 Statistics of Public Schools(OE-20007-64). Department of Health, Education, and Welfare, Office of Educa-tion, Washington: U.S. Government Printing Office, 1064, p. 2.
10
are assigned to the period when the original buildingwas constructed. In all other tables the buildings areassigned to the actual construction period reported.
The survey instrument.The selection of items fordetermining the condition of school facilities came fromtested checklists developed by leading professional schoolplant consultants. Several questions aimed at majorphysical conditions of buildings and sites were pretestedin the fall of 1963 in 400 schools selected throughout theNation. School housing specialists reviewed and ana-lyzed the results of the pretest, revisited 69 schoolplants, and, reviewed the effectiveness of the surveyinstrument. School plant specialists in 19 State edu-cational agencies assisted with the visits. The appraisalof physical conditions by school principals and schoolplant specialists agreed in the majority of cases studied.A further condensation of the form was carried out toreduce the burden on respondents before this survey wasundertaken.
Sampling variability.Since the estimates arebased on a sample, they differ from the figures thatwould have been obtained if a complete census of schoolplants, buildings, rooms, and enrollment had been taken,using the same questionnaires, instructions, and pro-cedures. As in any survey work, the results are subjectto errors of response and of reporting as well as beingsubject to sampling variability. At this writing, thecomputation of the sampling variability has not beencompleted.
NATIONAL TABLES
Table 1.-Number and percent of permanent and nonpermanent buildings, and offsite facilities, rooms, and pupils;by type of building characteristic in 50 States, the District of Columbia, and four Outlying Areas: 1964-65
[Data for buildings are rounded to nearest 100 and rooms and pupils are rounded to nearest 1,000]
Total1 buildings and rooms in use, and pupils
Buildings Rooms Pupils 2CharacteristicNumber Percent Number Percent Number Percent
50 States, D.C. and four Outlying Areas 165,200 100.0 1,553,000 100.0 38,931,000 100,0
Are any indications of structural defects evi- None... , .. , .
dent? (Bulging, shifting, sagging, cracking, etc., of114,100
27,70(i
9,700
6,300
7006,700
69.1
16.8
5.9
3.8
0.54.0
1,071,000
278,000
97,000
47,000
5,00055,000
69.0
17.9
6.3
3.0
0.33.5
27,010,000
6,825,000
2,457,000
1,178,000
130,0001,333,000
69.4
17.5
6.3
3.0
0.33.4
foundations, walls, roofs, or floors.) al Slight, evident forseveral years
0 Slight,rvredcently ob-
Extensive, evident forseveral years
Extensive, recently
No response ,
141,400
11,500
4,800
7,400
85.6
7.0
2.9
4.5
1,394,000
84,000
23,000
52,000
89.8
5.4
1.5
3.4
34,830,000
2,036,000
796,000
1,269,000
89.5
5.2
2.0
3.3
Does the heating system permit a temper- a Yes. , . , .. , , .........68'1-74° F to be maintained inature range of
instructional rooms? No
Not applicable ..... ,No response ...... , .
Is the fire alarm distinctly different from r-i Yesprogram signals, and audible throughout the l--.4building? LI No
Fire alarm not pro-
134,400
7,300
319,0004,500
81.4
4.4
11.52.7
1,386,000
74,000
365,00028,000
89.3
4.8
4.21.8
34,791,000
1,785,000
1,685,000671,000
89.4
4.6
34.31.7
vided...,No response
Are stairwells and stairways constructed of Yesfire-resistive materials?
No
No stairways
No response
58,500
19,300
82,800
4,500
35.4
11.7
50.1
2.8
776,000
144,000
603,000
30,000
49.9
9.3
38.8
1.9
19,557,000
3,226,000
15,439,000
710,000
50.2
8.3
39.7
1.8
Are stairways and stairwells properly en- Yes.closed so as to separate them from the corridorin order to prevent the spread of smoke or Nofumes?
No stairways
No response
45,600
31,900
82,800
5,000
27.6
19.3
50.1
3.0
564,000
352,000
603,000
35,000
36.3
22.6
38.8
2.3
14,134,090
8,531,000
15,431,000
838,000
36.3
21.9
39.6
2.2
Do exit provisions meet applicable State Yesor local fire protection standards?
7\1 o, minor infractions.
No, major infractions .
No response
148,200
7,700
4,300
5,100
89.7
4.6
2.6
3.1
1,453,000
51,000
18,000
31,000
93.5
3.3
1.2
2.0
36,468,000
1,248,000
474,000
742,000
93.7
3.2
1.2
1.9
Is a sprinkler system or fire detection sys- Yestem provided in high fire hazard areas (base-ments, storage rooms, etc.)? No
No response
31,200
126,900
7,000
18.9
76.9
4,2
378,000
1,126,000
49,000
24.3
72.5
3.2
9,713,000
28,018,000
1,201,000
25.0
72.0
3.1
Does the electrical system meet usual de- Yesmands placed upon it during the school day?
151,700
7,800
1,0004,600
91,8
4.7
0.62.8
1,457,000
66,000
2,00028,000
93.8
4.3
0.11.8
36,473,000
1,736,000
64,000659,000
93.7
4.5
0.21.7
U No-7wiring, circuitsinsufficient
No electric service inbuilding
No response
12
P p pl,APPOPV
TABLE 1.Number and percent of permanent and nonpermanent buildings, and offsite facilities, rooms, and pupils; by type of buildingcharacteristic in 50 States, the District of Columbia, and four Outlying Areas: 1964-65Continued
Total' buildings and rooms in use, and pupils
Characteristic
Is a sufficient amount of nonglare daylightand/or artificial light, uniformly distributed, ondesks, chalk-boards, and other pupil-work sta-tions in instructional rooms? (Approximately 30foot-candles or more.)
Completely satisfac-tory
Partially saisfactory
DUnsatisfactory
No response
Buildings Rooms Pupils 2
Number Percent Number Percent Number Percent
108,600 65,8 1,083,000 69,7 27,260,000 70,044,300 26,8 390,000 25.1 9,670,000 24.8
5,300 3.2 36,000 2.3 920,000 2.4
6,900 4.2 45,000 2.9 1,082,000 2.8
lItem responses do not add to exact totals because of varying inflation factorsapplied to individual school plants and rounding.
2 Pupil enrollment figures are computed on the basis of the average number ofpupils per room for each school plant and are proroated to each building
according to the number of instructional rooms in use. One half of kindergartenenrollment counted in accordance with practice of half-day sessions.
3 One-room schools have been excluded from this figure and are presumed to be"yes" answers.
13
ti
. .
Tab
le 2
.-N
umbe
r an
dpc
trze
nt o
f pe
rman
ent b
uild
ings
, roo
ms
and
pupi
ls b
y or
gani
zatio
nal l
evel
and
by
type
of
build
ing
defi
cien
cios
for
50
Stat
es, t
he D
istr
ict o
f C
olum
bia,
and
fou
rO
utly
ing
Are
as: 1
964-
65[D
ata
for
build
ings
are
rou
nded
to n
eare
st 1
00 a
ndro
oms
and
pupi
ls a
re r
ound
ed to
nea
rest
:,00
0]
Typ
e of
bui
ldin
g de
fici
ency
Tot
alE
lem
enta
ry
Bui
ldin
gsR
oom
sPu
pils
2B
uild
ings
Roo
ms
Pupi
ls2
Num
-be
rPe
r-ce
ntN
um-
ber
Per
cent
Num
-be
rPe
r-ce
ntN
um-
ber
Per-
cent
Num
-be
rPe
r-ce
ntN
um-
ber
Per-
cent
Gra
nd to
tals
165,
200
100.
01,
553,
000
100.
038
,931
,000
100.
098
,300
59.5
794,
000
51.1
20,2
90,0
0052
.1Pe
rman
ent b
uild
ings
on
site
155,
400
94.1
1,50
6,00
097
.i)37
,695
,000
96.8
92,2
0055
.876
5,00
049
.319
,511
,000
50.1
Non
perm
anen
t bui
ldin
gs a
nd o
ffsi
te b
uild
ings
9,80
05.
047
,000
3.1
1,23
6,00
03.
26,
000
3.6
29,0
001.
977
9,00
02.
0A
re a
ny in
dica
tions
of
stru
ctur
al d
efec
ts e
vide
nt?
mi E
xten
sive
, evi
dent
for
(Bul
ging
, shi
ftin
g, s
aggi
ng, c
rack
ing,
etc
., of
fou
nda-
mni
seve
ral
5,40
0
600
3.3
0.4
43,0
00
4,00
0
2.8
0.3
1,07
4,00
0
123,
000
2.8
0.3
2,80
0
400
1.7
0.2
18,0
00
2,00
0
1.2
0.1
463,
000
61,0
00
1.2
0.2
year
stio
ns, w
alls
, roo
fs, o
r fl
oors
.)0
Ext
ensi
ve, r
ecen
tly o
b-se
rved
Doe
s th
e he
atin
g sy
stem
per
mit
ate
mpe
ratu
reN
ora
nge
of 6
8 ° -
74°
to b
e m
aint
aine
din
inst
ruct
iona
lro
oms?
10,5
006.
480
,000
5.2
1,94
2,00
05.
05,
300
3.2
37,0
002.
491
2,00
02.
3
7,10
0
17,100!
4.3
10.4
73,0
00
59,0
00
4.7
3.8
1,76
6,00
0
1,54
1,00
0
4.5
4.0
3,60
0
11,1
00
2.2
6.7
32,0
00
30,0
00
2.1
1.9
793,
000
780,
000
2.0
2.0
Is th
e fi
re a
larm
dis
tinct
ly d
iffe
rent
fro
mpr
o-N
ogr
ams
sign
als,
and
aud
ible
thro
ugho
ut th
e bu
ild-
ing?
Fire
alar
m n
otpr
o-vi
ded
3
18,6
0011
.214
1,00
09.
13,
147,
000
8.1
12,0
007.
382
,000
5.3
1,90
8,00
04.
9A
re s
tair
wel
ls a
nd s
tair
way
s co
nstr
ucte
d of
fir
e-N
ore
sist
ive
mat
eria
ls?
30,8
0018
.634
7,00
022
.38,
417,
000
21.6
17,2
0010
.415
8,00
010
.23,
905,
000
10.0
Are
sta
irw
ays
and
stai
rwel
ls p
rope
rly
encl
osed
No
so a
s to
sep
arat
e th
em f
rom
the
corr
idor
in o
rder
to p
reve
nt th
e sp
read
of
smok
e or
fum
es?
Do
exit
prov
isio
ns m
eet a
pplic
able
Sta
teor
No,
min
or in
frac
tion.
(s)
loca
l fir
e pr
otec
tion
stan
dard
s?N
o, m
ajor
infr
actio
n(s)
7,00
0
3,80
0
4.2
2.3
49,0
00
17,0
00
3.2
1.1
1,19
3,00
0
440,
000
3.1
1.1
3,90
0
2,10
0
2.4
1.3
23,0
00
7,00
0
1.5
0.5
575,
000
193,
000
1.5
0.5
119,
500
72.4
1,09
3,00
070
.427
,144
,000
69.7
71,0
0043
.056
0,00
036
.114
,159
,000
36.4
Is a
spr
inkl
er s
yste
m o
r fi
re d
etec
tion
syst
emN
opr
ovid
ed in
hig
h fi
re h
azar
d ar
eas
(bas
emen
ts, s
tor-
age
room
s, e
tc.)
?
Doe
s th
e el
ectr
ical
sys
tem
mee
t usu
al d
eman
dsN
o-w
irin
g ci
rcui
ts in
-pl
aced
upo
n it
duri
ng th
e sc
hool
day
?su
ffic
ient
7,20
04.
464
,000
4.1
1,67
1,00
04.
33,
600
2.2
28,0
001.
874
1,00
01.
9N
o el
ectr
ic s
ervi
ce in
build
ing
800
0.5
2,00
00.
151
,000
0.1
600
0.4
1,00
00.
134
,000
0.1
Is a
suf
fici
ent a
mou
nt o
f no
ngla
reda
ylig
ht a
nd/
Uns
atis
fact
ory
or a
rtif
icia
l lig
ht, u
nifo
rmly
dis
trib
uted
, on
desk
s,ch
alk-
boar
ds, a
nd o
ther
pup
il-w
ork
stat
ions
in in
-st
ruct
iona
l roo
ms?
(A
ppro
xim
atel
y 30
foo
t-ca
ndle
sor
mor
e.)
4,50
02.
733
,000
2.1
846,
000
2.2
2,60
01.
618
,000
1.1
464,
000
1.2
See
foot
note
s at
end
of
tabl
e.
ii
I-L
Cit
TA
BL
E 2
.-C
ontin
ued
Typ
e of
bui
ldin
g de
fici
ency
Seco
ndar
yC
ombi
ned
Bui
ldin
gsR
oom
sPu
pils
2B
uild
ings
Roo
ms
Pupi
ls2
Num
-be
rPe
r-ce
ntN
um-
ber
Per-
cent
Num
-be
rPe
r-ce
ntN
um-
ber
Per
cent
I
leer
Per
cent
Nur
-be
rcent
Gra
nd to
tal'
33,1
0020
_047
0,00
030
.312
,055
,000
3E0
33,8
0020
_528
9,00
018
66,
588,
000
16.9
Perm
anen
t bui
ldin
gs o
n si
te31
,100
18_8
459,
000
29.6
11,7
58,0
0030
.232
,000
19A
2820
0018
.16,
428,
000
16.5
Non
perm
anen
t bui
ldin
gs a
nd o
ffsi
te b
uild
ings
2,00
01_
211
,000
0.8
297,
000
0_8
1,80
01.
17,
000
0.4
160,
000
0.4
Are
any
indi
catio
ns o
f st
ruct
ural
def
ects
evi
dent
?E
xten
sive
, evi
dent
for
(Bul
ging
, shi
ftin
g, s
aggi
ng, c
rack
ing,
etc
., of
fou
nds-
seve
ral y
ears
900
0.5
11,0
000,
727
9,00
00_
71,
700
1.0
14,0
000.
933
2,00
00-
9L
ions
, wal
ls, r
oofs
, or
floo
rs.)
n E
xten
sive
, rec
ently
ob-
serv
ed10
00.
11,
000
0_1
39,0
000.
120
00.
11,
000
0_1
23,0
000.
12,
900
L8
26,0
001_
762
2,00
0L
62,
300
1_4
18,0
001.
240
8,00
01.
1D
oes
the
heat
ing
syst
em p
erm
it a
tem
pera
ture
No
rang
e of
68°
-74°
to b
e m
aint
aine
d in
. ins
truc
tiona
lro
oms?
1,40
0
1,10
0
0.9
0.7
20,0
00
8,00
0
1 3
0_5
482,
000
241,
000
L2
0.6
2,10
0
4,90
0
1.3
3.0
22,0
00
21
1,4
1A
491,
000
520,
000
1.3
L3
Is th
e fi
re a
larm
dis
tinct
ly d
iffe
rent
fro
mpr
o-N
osi
gnal
s, a
nd a
udib
le th
roug
hout
the
build
-gr
ams
ing?
Fire
ala
rm n
otpr
o-vi
ded3
2,30
01.
422
,000
L4
504,
000
1.3
4,26
22.
637
,000
2.4
734,
000
L9
Are
sta
irw
ells
and
sta
irw
ays
cons
truc
ted
of f
ire-
No
resi
stiv
e m
ater
ials
?
Are
sta
irw
ays
and
stai
rwel
ls p
rope
rly
encl
osed
No
so a
s to
sep
arat
e th
em f
rom
the
corr
idor
in o
rder
to p
reve
nt th
e sp
read
of
smok
e or
fum
es?
6,70
04.
111
5,00
07_
42,
8870
007A
6,90
04.
273
,000
4_7
1,62
6,00
04.
2
Do
exit
prov
isio
ns m
eet a
pplic
able
Sta
te o
rN
o, m
inor
infr
actio
n(s)
loca
l fir
e pr
otec
tion
stan
dard
s?1,
200
0.7
13,0
000.
831
2,00
00.
81,
800
1.1
13,0
000
306,
000
0.8
No,
maj
or in
frac
tion
(s)
500
0.3
4,00
00.
296
,000
0.3
1,20
00.
76,
000
0.4
151.
000
0.4
23,0
0014
.031
4,00
020
.27,
927,
000
20A
25,5
0015
.521
9,00
0i4
.15,
060,
000
13.0
Is a
spr
inkl
er s
yste
m o
r fi
re d
etec
tion
syst
emN
oin
hig
h fi
re h
azar
d ar
eas
(bas
emen
ts, s
tor-
prov
ided
age
room
s, e
tc.)
?
Doe
s th
e el
ectr
ical
sys
tem
mee
t usu
al d
eman
dsN
o-w
irin
g ci
rcui
ts in
-pl
aced
upo
n it
duri
ng th
e sc
hool
day
?su
ffic
ient
1,70
01.
021
,000
1.4
575,
000
1.5
1,90
01.
115
,000
0.9
356,
000
0_9
No
elec
tric
ser
vice
inbu
ildin
g(4
)0.
0(5
)0.
0(5
)0.
020
00.
1(5
)0.
017
,110
00.
090
00.
67,
000
0.5
198,
000
0.5
1,00
00.
68,
000
0.f
185,
000
0.5
Is a
suf
fici
ent a
mou
nt o
f no
ngla
re d
aylig
ht a
nd/
Uns
atis
fact
ory
or a
rtif
icia
l lig
ht, u
nifo
rmly
dis
trib
uted
, on
desk
s,ch
alk-
boar
ds, a
nd o
ther
pup
il-w
ork
stat
ions
in in
-st
ruct
iona
l roo
ms?
(A
ppro
xim
atel
y 30
foo
t-ca
ndle
sor
mor
e.)
2- I
tem
res
pons
es d
o no
t add
to e
xact
tota
ls b
ecau
se o
f va
ryin
g in
flat
ion
fact
ors
appl
ied
to in
divi
dual
sch
ool p
lant
s an
d be
caus
e of
rou
ndin
g.2
Pupi
l enr
ollm
ent f
igur
es c
ompu
ted
on th
e ba
sis
of th
eav
erag
e nu
mbe
r of
pupi
ls p
er r
oom
for
eac
h pl
ant.
3 O
ne-r
oom
sch
ools
hav
e be
en e
xclu
ded
from
this
fig
ure.
4 L
ess
than
50.
5Les
s th
an 5
00.
Tab
le 3
.-Su
mm
ary
of d
efic
ienc
ies
for
all b
uild
ings
use
d fo
r in
stru
ctio
npu
rpos
es in
50
Stat
es, t
he D
istr
ict o
fC
olum
bia,
and
fou
r O
utly
ing
Are
as: 1
9454
-65
[Dat
a fo
r bu
ildin
gs a
re r
ound
ed to
nea
rest
100
and
roo
ms
are
roun
ded
fo n
eare
st 1
,000
1
Def
icie
ncy
coun
t
Tot
al b
uild
ings
Num
ber
and
perc
ent o
f ro
oms
in b
uild
ings
Num
ber
and
perc
ent o
f bu
ildin
gsby
con
stru
ctio
n da
te
Des
igne
din
stru
ctio
nal
Mak
eshi
ftor
impr
ovis
edB
efor
e 19
2019
20 -
1940
Aft
er 1
940
rnkn
own
Num
ber
Perc
ent
Num
ber
Perc
ent
Num
ber
Perc
ent
Num
ber
Perc
ent
Num
ber
Perc
ent
Num
ber
Perc
ent
Num
ber
Perc
ent
Gra
nd to
tal'
No
defi
cien
cies
No.
of
defi
cien
cies
1 2 3 4 5 6 7 8 9
164,
600
100.
01,
511
, 000
100.
040
,000
100.
024
,300
100.
038
,900
100_
096
.500
100.
05,
003
.
26,9
00
75,0
0037
,300
15,7
006,
200
2,40
080
020
010
0(2
)
16.4
45.6
22.6 9.5
3.7
1.5
0.5
0.1
(3)
(3)
301,
000
727,
000
318,
000
108,
000
35,0
0016
,000
5,00
02,
000
(4)
(4)
20.0
48.1
21.0 7.1
2.3
1.1
0.3
0.1
(3)
(3)
6,00
0
16,0
009,
000
5,00
02,
000
1,00
0(4
)(4
)(4
)
15.4
39.5
21.9
12.8 5.8
3.5
0.7
0.4
0.1
1,90
0
6,70
07,
700
5,10
01,
800
700
300
100
(2)
7.9
27.8
31.7
20.8 7.5
2.8
1.1
0.4
0.1
4,30
0
14,3
0011
,300
5,30
02,
200
900
300
100
(2)
(2)
11.1
36.9
29.2
13.6
5.6
2.4
0.8
0.3
0.1
(3)
19,6
00
52,0
0017
,100
4,90
01,
900
700
200
(2)
(2)
20.3
53.9
17.8
5.1
2.0
0.7
0.2
(3)
(3)
1,10
0
1,90
0L
100
400
200
100
100
(2)
22.7
38.2
22.0 8.9
4.8
1.9
1.5
(3)
Def
icie
ncy
coun
t
Num
ber
and
perc
ent o
f bu
ildin
gsby
fir
e re
sist
ant r
atin
g
Fire
res
ista
ntSe
mi-
fire
res
ista
ntC
ombu
stib
leM
ixed
Unk
now
n
Gra
nd to
-tal
l
No
defi
cien
cies
No.
of
defi
cien
cies
1 2 3 4 5 6 7 8 9
Num
ber
Perc
ent
Num
ber
Perc
ent
Num
ber
Perc
ent
Num
ber
75,0
0010
0.0
44,2
0010
0.0
32,0
0010
0.0
5,50
0
14,8
0019
.76,
100
13.8
4,30
013
.360
0
41,2
0055
.018
,400
41.7
10,0
0031
.42,
000
14,1
0018
.811
,700
26.4
8,10
025
.41,
300
3,50
04.
75,
000
11.4
5,50
017
.090
090
01.
21,
900
4.3
2,60
08.
140
040
00.
580
01.
81,
000
3.1
100
100
0.1
200
0.5
400
1.1
(2)
(2)
(3)
100
0.2
100
0.3
(2)
(2)
(3)
(2)
(3)
(2)
(2)
(3)0.1
(2)
Perc
ent
Num
ber
.07,
9O(
100.
0
1 C
olum
ns m
ay n
ot a
dd to
exa
ct to
tals
bec
ause
of
vary
ing
infl
atio
n fa
ctor
sap
plie
d to
indi
vidu
al s
choo
l pla
nts
and
beca
use
of r
ound
ing.
3 L
ess
than
50.
11.9
1,10
014
.2
37.2
24.4
15.9
7.2
2.4
0.5
0.4
0.1
3,30
041
.32,
100
26.2
800
9.8
400
15.
310
01.
810
01.
2(2
)0.
1
3 L
ess
than
one
-ten
th o
f 1
perc
ent,.
Les
s th
an 5
00.
Tab
le 4
.-N
umbe
r an
d pe
rcen
t of
plan
ts, r
oom
s, a
nd p
upils
rep
orte
d by
site
cha
ract
eris
tics
rela
ted
to h
ealth
and
sani
tatio
n in
50
Stat
es, t
he D
istr
ict o
f C
olum
bia,
and
fou
r O
utly
ing
Are
as: 1
964-
65[D
ata
for
plan
ts a
re r
ound
ed to
nea
rest
100
and
roo
ms,
a.if
ci p
upils
are
rou
nded
to n
eare
st 1
,000
1
Item
Res
pons
e
Tot
alE
lem
enta
ryPl
ants
Roo
ms
Pupi
lspl
ants
Roo
ms
Pupi
lsN
um-
her
Per-
cent
Num
-be
rPe
r-ce
ntN
um-
ber
Per-
cent
Num
-be
rPe
r-ce
ntN
um-
Per-
Per
-ce
ntT
otal
'87
,800
100.
01,
550,
000
100.
040
,009
,000
100.
060
,600
69.0
793,
000
51.2
+21
,283
,000
53.2
Do
wat
er p
ress
ure
and
supp
ly a
t out
lets
in th
eY
esbu
ildin
g(s)
ade
quat
ely
mee
t loc
al a
nd/o
r St
ate
80,0
0091
.11,
499,
000
96.7
38,6
51,0
0096
.654
,900
62.5
764.
000
49.3
20,5
12.0
011
51.3
heal
th d
epar
tmen
t req
uire
men
ts?
(It i
s as
sum
edN
oth
at w
ater
sup
ply
mee
ts th
e us
ual n
eeds
dur
ing
the
scho
ol d
ay.)
No
wat
er p
iped
. to
build
-fi
les)
2,50
0
4,60
0
2.9
5.2
31,0
00
9,00
0
2.0
0.6
850,
000
185,
000
2.1
0.5
1,90
0
3,40
0
2.2
3.9
18.0
00
7,00
0
1.2
0.4
509.
000
146,
000
1.3
0.4
No
resp
onse
700
0.8,
12,0
000.
832
4,00
00.
840
00.
54,
000
0.3
116,
000
0.3
78,5
00
8,00
0
89.4
9.2
1,43
5,00
0
97,0
00
92.5 6.2
36,8
34,0
00
2,68
9,00
0
92.1 6.7
54,1
00
5,70
0
61.6
6.5
736.
000
50,0
00
47.5 3.2
1,
1,42
4,04
30
49.2 3.6
Do
num
ber
and
dist
ribu
tion
of s
anita
ry f
acili
-a
Yes
ties
(e.g
. toi
lets
, was
h ba
sins
, dri
nkin
g fo
unta
ins,
etc
.)m
eet a
pplic
able
hea
lth r
equi
rem
ents
?N
oLL
JJ
No
resp
onsc
.1,
300
1.5
-19,
000
1.2
486,
000
1.2
SOO
0.9
7.00
00-
418
4,00
00.
580
,000
91.1
1,52
1,00
098
.139
,244
,000
98.1
62.2
6 ,1
10(3
50.0
.20,
801,
0104
352
.0In
bui
ldin
g(s)
Loc
atio
n of
toile
ts.
In P
rivY
(ies
)7,
200
8.2
19,0
001.
251
8,00
01.
35.
500
6.3
13.0
000,
835
8,04
300.
9N
o re
spon
se6Q
00:
710
,000
0.6
247,
000
0.6
400
0.5
5,00
0.0.
312
4,00
00.
354
,700
62.3
1,05
9,00
068
.327
,239
,000
68.1
36.7
130
41.8
522,
000
33.7
,14,
032,
0041
35.1
Is h
ot w
ater
ava
ilabl
e at
mos
t han
d w
ashi
ngY
esla
vato
ries
?2-
No
31,6
0036
.046
6,00
030
.112
,136
,000
30.3
22,9
0026
.126
216
.97,
008.
000
17.5
No
resp
onse
1,50
01.
725
,000
1.6
635,
000
1.6
900
1.1
90.
624
4,00
00.
6
See
foot
note
s at
end
of
tabl
e.
TA
BL
E 4
.-C
ontin
ued
Item
Res
pons
e
Seco
ndar
yC
onab
lEed
Plan
tsR
oom
sPu
pils
Plan
ts,
Boo
z as
Pupi
ls
Num
-be
rPe
r-ce
ntN
um-
ber
Per-
cent
Num
-be
rPe
r-ce
nt3
um-
ber
Per-
-ce
ntPe
r:d
am-
ber
Per-
mgt
Tot
al].
13,5
0015
,347
0,00
030
.312
,055
,000
30.1
13,7
0015
.7 2
33.0
0018
.66.
672.
000
16.7
13,2
00 100
(2) 10
0
15.0 0.2
(3) 0.2
460,
000
3,00
0
1,00
06,
000
29.7 0.2
(3) 0.4
11 ,7
82,0
00
103,
000
14,0
0015
7,00
0
29.5 0_3
(2) 0.4
12.0
00 500
1,10
010
0
13.6
275
.000
'
0.6
9,00
4
1.3
2,00
00.
22,
000
17.7 0.62
.,9,0
00
0.1
0.1
6.35
8,00
0:15
.9
0.6
24.0
E*
0.1
51,0
000.
1
Do
wat
er p
ress
ure
and
supp
ly a
t out
lets
in th
eY
esbu
ildin
g(s)
ade
quat
ely
mee
t loc
al a
nd/o
r St
ate
heal
th d
epar
tmen
t req
uire
men
ts?
(It i
s as
sum
edN
oth
atsu
pply
mee
ts th
e us
ual n
eeds
dur
ing
the
wat
ersc
hool
day
.)N
o w
ater
pip
ed to
bui
ld-
ing(
s)N
o re
spon
se
Do
num
ber
and
dist
ribu
tion
of s
anita
ry f
acili
-Y
estie
s (e
.g. t
oile
ts, w
ash
basi
ns, d
rink
ing
foun
tain
s, e
tc.)
mee
t app
licab
le h
ealth
req
uire
men
ts?
No
No
resp
onse
12,6
00 700
200
14.3 0.8
0.2
443,
000
19,0
00
7,00
0
28.6
11,3
15,0
00
L2
0.5
555,
000
186,
000
28.3 L4
0.5
11.8
00
1,60
0
300
13.5
f 25
6,00
0
1.9
27,0
00
0.3
5.00
0
16.5
1.8
0.3
.845
.000
114
.6
710,
0001
1.8
1
116,
000
0.3
13,3
00
(2) 10
0
15.2
(3) 0.1
466,
000
1,00
0
3,00
0
30.0
11,9
52,0
00
(3) 0.2
20,0
00
81,6
00
29.9
0.1
0.2
12,0
00 100
13.7
1-8
0.11
280.
000
5.00
0
2,00
0
18.1
0.4
0-1
61.4
93.0
0016
.2
140.
000
0.4
38,0
000.
1
In b
uild
ing(
s)
Loc
atio
n of
toile
ts.
In p
rivy
(ies
)
No
resp
onse
10,0
00
3,10
0
300
11_4 3.6
0.4
352,
000
106,
000
12,0
00
22.7 6.8
0.8
8,98
3,00
0
2,757.000
315,
000
22.5 6.9
0 S
8,00
0
5.500
200
9.1
0.3
85.0
0E1
99,0
013,
I
12.6
1
6.4
O.2
4,29
-5,0
0E1,
10.6
2.37
1,00
05.
9
76.0
000.
2
Is h
ot w
ater
ava
ilabl
e at
mos
t han
d w
ashi
ngY
esla
vato
ries
?N
o
No
resp
onse
liter
°. r
espo
nses
do
not a
dd to
exa
ct to
tals
bec
ause
of
vary
ing
infl
atio
n fa
ctor
s ap
plie
d to
indi
vidu
al s
choo
l pla
nts
and
beca
use
of r
ound
ing.
2 L
ess
than
50.
a L
ess
than
one
tent
h of
one
per
cent
.
Table 5.- Public school plants, instructional rooms, and pupils enrolled by completion date of original buildingand $ lected characteristics for 50 States, the District of Columbia, and four Outlying Areas; 1964-65
[Data for plants are rounded to nearest 100 and rooms and pupils are rounded to nearest 11000
Number and percent of-.
Completion date of building and characteristics Schoo plants instructional rooms Pupils enrolled
Number Percent Number Percent Number Percent
All schools, total I 87,800 100.0 1,550,000 100.0 40,009,000 100.0
Before 1020
Tota12
Total combuetiblea ,
No defects at allOnly site defectsOnly building defects ...... 4 4 4 4 4 4 4
Building and. site defects ....... ..... ... ..
21,500 24.6 308,000 19.0
........
7,607,000 19.0
8,300
200200
3,3004,700
9,6
0,20.23,85.3
59,000
2,0001,000
36,00021,000
3,8
0,10,12,31,3
1,392,000
43,00028,000
800,000461,000
3.5
0,10.12.21.2
Total noncombustible 13,200 15.0 249,000 16.1 6,215,000 15.5
No defects at all............. . ......... 900 1,0 20,000 1.3 498,000 142Only site defects 100 0,2 3,000 0,2 61,000 0.2Only building defects 7,900 9.0 153,000 9.8 3,754,000 9.4Building and site defects 4,200 4.8 74,000 4.8 1,902,000 4,8
1020 -1940
Total2 27,000 30.7 475,000 30.6 11,900,000 29.7
Total combustible 6,100 7.0 54,000 3.5 1,335,000 3.3
No defects at all 100 0.2 2,000 0.1 38,000 0,1Only site defects 100 0.1 1,000 0.1 25,000 0.1Only building defects 1,500 1,7 13,000 0,9 309,000 0.8Building & site defects 4,400 5.0 38,000 2.5 964,000 2.4
Total noncombustible 20,800 23.7 421,000 27.1 10,565,000 26,4
No defects at all 1,600 1.8 40,000 2.6 1,054,000 2.6Only site defects 400 0,4 9,000 0.6 243,000 0.6Only building defects 11,000 12.5 236,000 15.2 5,848,000 14.6Building and site defects 7,800 8,9 136,000 8.8 3,419,000 8.6
After 1040
Total2 39,300 44,8 767,000 49.5 20,504,000 51.3
Total combustible 4,200, 4.8 51,000 3.3 1,426,000 3.6
No defects at all 500 0.6 11,000 0.7 315,000 0.8Only site defects 200 0.2 3,000 0.2 84,000 0.2Only building defects 1,400 1.6 17,000 1.1 465,000 1.2Building and site defects 2,100 2.4 20,000 1.3 562,000 1.4
Total noncombustible 35,100 40.0 716,000 46.2 19,078,000 47.7
No defects at all 5,600 6.4 132,000 8.5 3,522,000 8,8Only site defects 1,200 1.3 26,000 1.7 743,000 1.9Only building defects 18,200 20.8 371,000 23.9 9,782,000 24.5Building and site defects 10,100 11.5 187,000 12.1 5,031,000 12.6
1 Item responses do not add to exact totals because of varying inflation factorsapplied to individual school plants and because of rounding.
2 Age group of the school plant established by the original building on theplant site.
Fire rating of the school plant established by the original building on theplant site.
19
Table 6. chool plants and pupils enrolled by organizational level and pupil per room interval for 50 States, theDistrict of Columbia, and four Outlying Areas; 1964-65
[Data for plants are rounded to nearest 100 and pupils are rounded to nearest 1,0001
Pupils per moral
Number of plants
Total2 Elomon ary Secondary Combined
Plants Pupils Plants Pupils is Pupils Plants Pupils
Grand to-W[2 ......... 87,800 40,011,000 60,600 21,284,000 13,500 12,056,000 13,700 6,672,000
1- 4,100 168,000 1,000 65,000 400 44,000 2,200 60,00010-14 7,100 977,000 4,800 381,000 800 247,000 1,500 360,00016-19 13,100 3,674,000 8,200 1,492,000 2,100 1,042,000 2,800 1,140,00020-24 21,900 9,462,000 15,300 4,920,000 3,500 2,720,000 3,100 1,823,00026-29 23,500 13,084,000 17,800 7,730,000 3,700 3,803,000 2,100 1,550,00030-34 ...... 12,100 7,985,000 9,300 4,858,000 1,700 2,340,000 1,000 787,00035-39 3,400 2,620,000 2,000 1,086,000 800 1,250,000 500 484,00040-44 1,300 943,000 800 333,000 200 344,000 300 266,00045-49 500 346,000 300 177,000 100 101,000 100 69,00050-54 200 186,000 100 42,000 66,000 100 78,00055-59 200 105,000 100 66,000 20,000 8 19,00060-6465-6970 and over
100100100
103,00048,000109,000
100100100
62,00024,00049,000
3
a
15,00011,00052,000 8
26,00013,0008,000
1 Pupils in nursery and kindergarten are counted as one-half the total numberreported in each plant to approximate the practice of providing one -half dayinstruction for these pupils.
20
a Columns may not add, to exact totals because of varying inflation factorsapplied to individual school plants and because of rounding.
8 Less than 60.
Table 7, Median pupil per instructional room In permanent, nonpermanent, and offsite facilities, by organizationallevel for 50 States, the District of Colum bia, and four Outlying Areas: 1964-65
State All schools Elementary Secondary Combined
Grand total 27 27 27 2450 States and D.C. . 27
_27 27 24
Outlying Areas 43 47 42 30Alabama 29 30 28 28Alaska 26 25 27 23Arizona 26 26 28 32Arkansas. . , 26 27 27 23California 29 28 31 26Colorado 27 27 27 14
Connecticut 24 25 23 22Delaware 25 27 22 24District of Columbia 28 30 26Florida 28 27 31 26Georgia 29 30 28 29Hawaii 27 26 29 27Idaho 25 27 24 25Illinois 26 26 26 23Indiana 27 28 27 23Iowa 23 23 24 21Kansas 23 24 25 1Kentucky 27 27 27 26Louisiana 26 28 28 22Maine 25 26 24 23Maryland 28 30 27 28Massachusetts 25 26 24 24Michigan 28 28 28 28Minnesota 24 26 22 22
Mississippi 292 30 26 29Missouri 25 27 26 21Montana 24 24 27 18Nebraska 22 24 23 17Nevada 27 26 29 20New Hampshire 25 26 24 22
New Jersey 25 25 26 23New Mexico 26 26 26 18New York 26 25 28 25North Carolina 27 27 27 26North Dakota 22 24 26 20Ohio 27 27 27 25
Oklahoma 24 27 24 19Oregon 24 24 25 20Pennsylvania 27 27 27 26Rhode Island 26 27 26 20South Carolina 29 30 26 29South Dakota 21 22 28 20
Tennessee 27 28 27 27Texas 25 26 25 22Utah 28 28 28 23Vermont 23 24 21 21Virginia , 28 29 26 27Washington 25 26 24 20
West Virginia 27 26 30 25Wisconsin 25 25 27 23Wyoming 23 2.5 22 20
American Samoa. 31 34 27 41Canal Zone 24 24 22 29GuamPuerto Rico
3144
3148
3143
2239
21
Table 8.-Number of school plants requiring additional rooms for instructional use as determined by varyingmeasures of pupil accommodation and according to local opinion of rooms needed to eliminate overcrowding inthe 50 States, the District of Columbia, and four Outlying Areas: 1964-65(Data for plants are rounded to nearest 100 and rooms are rounded to nearest 1,000]
Level I Level II Level IIILocal appraisalof overcrowding
Pupil accommodationinstructional room
Elementary-25.0 per roomSecondary 20,0 per room
Elementary-27,4 per roomSecondary-27,5 per room
Elementary-30.0 per roomSecondary-30.0 per roombreakdown
Plants Rooms Plants Rooms Plants Rooms Plants-_---- --Rooms
ALL SCHOOLSInstructional rooms existing,
totals 87,800 1,551,000 87,800 1,551,000 87,800 1,551,000 87,800 1,551,000Sufficient for need 44,800 608,000 61,600 1,005,000 72,600 1,237,000 65,100 1,034,000Insufficient for need.. , , 43,000 942,000 26,200 545,000 15,200 314,000 22,700 517,000Number of rooms needed,- - 43,000 298,000 26,200 107,000 15,200 57,000 22,700 109,0001 9,900 10,000 9,200 9,000 6,300 6,000 3,200 3,0002 6,800 14,000 5,200 10,000 2,800 6,000 5,100 10,0003 4,800 14,000 3,200 10,000 1,600 5,000 3,400 10,0004 3,600 14,000 1,900 8,000 1,000 4,000 3,300 13,0005-9 9,200 60,000 4,300 27,000 2,200 15,000 5,400 34,00010-14 3,400 39,000 1,300 15,000 700 8,000 1,400 15,00015-19 1,800 30,000 700 12,000 400 6,000 400 6,00020 or more 3,600 117,000 500 16,000 200 7,000 500 16,000
ELEMENTARY SCHOOLSInstructional rooms existing, total' 60,600' 793,000 60,600 793,000 60,600 793,000 60,600 793,000---
32,900 365,000 41,600 497,000 50,000 634,000 47,400 576,000Sufficient for needInsufficient for need 27,700 428,000 19,000 297,000 10,600 159,000 13,300 217,000Number of rooms needed 27,700 98,000 19,000 54,000 10,600 27,000 13,300 47,0001 8,600 9,000 8,100 8,000 5,400 5,000 2,600 3,0002 5,600 11,000 4,200 8,000 2,100 4,000 3,900 8,0003 3,800 11,000 2,300 7,000 1,100 3,000 2,200 7,0004 2,800 11,000 1,400 6,000 700 3,000 1,700 7,0005-9 5,300 33,000 2,400 15,000 1,000 6,000 2,300 14,00010-14 1,100 12,000 400 4,000 200 2,000 300 4,00015-19 300 5,000 200 3,000 100 2,000 100 2,00020 or more 200 6,000 100 2,000 (8) 1,000 100 3,000
SECONDARY SCHOOLSInstructional rooms existing, total' 13,500 470,000 13,500 470,000 13,500 470,000 13,500 470,000
Sufficient for need 3,600 96,000 8,900 288,000 10,700 359,000 8,400 283,000Insufficient for need 9,800 374,000 4,500 181,000 2,700 110,000 5,100 186,000Number of rooms needed- . , 9,800 155,000 4,500 36,000 2,700 20,000 5,100 40,0001 600 1,000 700 1,000 500 (2) 200 (2)2 500 1,000 500 1,000 400 1,000 500 1,0003 500 2,000 500 1,000 200 1,000 600 2,0004 400 1,000 300 1,000 200 1,000 700 3,0005-9 2,400 17,000 1,300 8,000 700 5,000 1,800 12,00010-14 1,500 18,000 600 7,000 400 4,000 800 9,00015-19 1,200 19,000 300 6,000 100 3,000 200 3,00020 or more 2,800 96,000 300 11,000 200 5,000 400 11,000COMBINED SCHOOLS
Instructional rooms existing, total' 13,700 288,000 13,700 288,000 13,700 288,000 13,700 288,000Sufficient for need 8,400 149,000 11,000 221,000 11,800 244,000 9,400 175,000Insufficient for need 5,300 139,000 2,700 67,000 1,900 44,000 4,300 113,000Number of rooms needed 5,300 44,000 2,700 17,000 1,900 10,000 4,300 22,0001 700 1,000 400 (2) 400 (2) 400 (2)2 600 1,000 400 1,000 300 1,000 700 1,0003 500 2,000 400 1,000 200 1,000 700 2,0004 400 2,000 200 1,000 200 1,000 800 3,0005-9 1,500 10,000 600 4,000 500 3,000 1,300 8,00010-14 700 8,000 300 4,000 200 2,000 300 3,00015-19 300 6,000 200 3,000 100 2,000 100 2,00020 or more 500 15,000 100 2,000 (a) 1,000 100 2,000
1 Columns may not add to exact totals because of varying inflation factorsapplied to individual school plants and because of rounding.
22
2 Less than 500.8 Less than 50.
Tab
le 9
.-N
umbe
r an
d pe
rcen
t of
scho
olpl
ants
and
enr
ollm
ents
a w
here
loca
l sch
ool o
ffic
ials
indi
cate
d th
e sc
hool
plan
ts a
re o
verc
row
ded
and
spec
ial i
nstr
uctio
nal r
oom
s ar
e ne
eded
;re
port
ed b
y or
gani
zatio
nal l
evel
for
50
Stat
es,
the
Dis
tric
t of
Col
umbi
a, a
nd f
our
Out
lyin
g A
reas
: 196
4-65
[Data
for
plan
ts a
re r
ound
ed to
nea
rest
100
and
pup
ils a
re r
ound
ed to
nea
rest
1.0
001
Type of special rooms needed when
school plant is overcrowded
All school types
Elementary schools
Secondary schools'
Combined schools
Plants
Pupils
Plants
Pupils
Plants
Pupils
Plants
Pupils
Nun-
ber
Per-
cent
Mum,
ber
Per-
cent
Num-
ber
Per-
cent
Num-
ber
Per-
cent
Num-
ber
Per-
cent
Num-
ber
Per-
cent
Num-
ber
Per-
cent
Num-
ber
Per-
cent
Grand total2
87,800
100.040,009,000
100.0
60,600
69.021,283,000
53.2
13,500
15.312,055,000
30.1
13,700
15.7
6,672,000
16_7
None
68,200
77.727,082,000
67.7
49,700
56.615,885,000
39.7
8,800
10.0
7,216,000
18.0
9,800
11.2
3,982,000
10.0
Science laboratory
5,500
6.3
4,588,000
11.5
1,500
1.8
805,000
2.0
2,300
2.7
2,591,000
6.5
1,700
1.9
1,191,000
3.0
Language laboratory
3,600
4.2
3,061,000
7.7
500
0.6
278,000
0.7
1,900
2.1
1,831,000
4.6
1,300
1.5
952,000
2.4
Industrial, vocational, or technical
shop
4,300
4.9
3,646,000
9.1
400
0.5
188,000
0.5
2,200
2.6
2,245,000
5.6
1,700
1.9
1,213,000
3.0
Arts or crafts laboratory
5,000
5.7
3,939,000
9.8
2,200
2.5
1,288,000
3.2
1,700
1.9
1,797,000
4.5
1,100
1.3
854,000
2.1
Music studio
7,600
8.7
5,174,000
12.9
4,100
4.7
2,149,000
5.4
1,900
2.1
1,795,000
4.5
1,700
1.9
1,230,000
3.1
rknneeconomiashONu-atory
2,200
2.5
2,043,000
5.1
300
0.4
201,000
0.5
1,000
1.2
1,209,000
3.0
800
1_0
633,000
1.6
Kindergarten
3,200
3.6
1,891,000
4.7
2,600
2.9
1,442,000
3.6
(3)
(4)
13,000
(4)
600
0.7
436,000
1.1
Other
12,400
14.1
8,263,000
20.7
7,500
8.6
3,730,000
9.3
2,769
3.1
3,030,000
7.6
2,200
2.5
1,503,000
3.8
Num
ber
of p
upils
rep
orte
d is
the
enro
llmen
t in
each
sch
ool p
lant
indi
cate
das
bei
ng o
verc
row
ded.
2 It
em r
espo
nses
do
not a
dd to
exa
ct to
tals
bec
ause
of v
aryi
ng in
flat
ion
fact
ors
appl
ied
to in
divi
dual
sch
ool p
lant
s an
d be
caus
e of
rou
ndin
g.3
Les
s th
an 5
0.4
Les
s th
an o
ne-t
enth
of
1pe
rcen
t.
APPENDIXES
Z-5/2
APPENDIX A
Sampling Procedure
Universe of Inquiry
The universe of inquiry was 95,306 public schoolplants in the 50 States, District of Columbia and out-lying areas generated by the National Inventory ofSchool Facilities and Personnel1 master tape file withsubsequent updating in 35 States to 1964.
Sample Design and Selection
The determination of the sample size, 20 percent ofthe universe, was based on the consideration that acritical characteristic was the proportion of classroomswith large pupil-room ratios. Previous studies using amixture of State-wide surveys and estimates indicatedthe proportion was about 4 percent in the Nation.2
The sample size for each State was obtained by usinga binomial probability distribution with an estimatedadjustment for the effect of clustering. The precisionrequired for estimates from the sample for each Statewas 2 percentage pointsthat is a relative error of 50percent of the assumed proportion at the 2 sigma-levelof confidence which is 95 percent.
The number of rooms in the sample was then allocated
1 George J. Collins, National Inventory of School Facilities and Personnel, Spring1962 (0E-21026). U.S. Department of Health, Education, and Welfare, Office ofEducation, Washington: U.S. Government Printing Office, 1964.
2 Carol Joy Hobson and Samuel Schloss, Enrol intent, Teachers, and Soho° thous-ing, Fall 1963 (Circular No. 735). U.S. Dept. of Health, Education, and Welfare,Office of Education. Washington: U.S. Government Printing Office, 1964, p. 35.
to the 27 cells in the sample design in the same propor-tion as in the updated inventory file. The number ofplants in the sample was determined by dividing thenumber of rooms in the sample in a stratum by theaverage number of rooms per plant in the population inthat stratum. Sampling fractions were established foreach stratum and the plants to be included in the sam-ple were, after a random start, selected in a systematicmanner. Nearly 20,000 plants of the 95,306 in the up-dated public school universe were included in the sample.The distribution of school plants for the Nation is pre-sented in table A along with the number selected inthe sample survey.
Survey Returns
Forms returned to the processing center up to Febru-ary 4, 1965 are included in the study. The percent of1964-65 survey returns in table A includes those returnsreporting the school plant as no longer in use.
Twenty States returned more than 95 percent of theforms sent them. South Dakota and Nebraska had thelargest sample selection, because the number of roomsin the average school plant was small. These two Statesconducted the largest survey and had the greatest num-ber of returned forms. Every State, the District ofColumbia, and four outlying areas participated in thissurvey of schoolhousing and provided an overall re-sponse rate of 90 percent for the 20,020 school plantsselected in the sample.
27
Table A.-Universe of school plants from the National Inventory of School Facilities, 1962-64; the School Plant SurveySample, 1964; percent of sample return s; and adjusted universe of school plants
State
National Inventoryof SchoolFacilities1962-64
Universe ofschool plants
Grand total 95,306
50 States and D.C. 93,362
Outlying Areas 1,944
Alabama 2,133Alaska 192Arizona 624Arkansas 1,026California 5,927Colorado 1,152
Connecticut 985Delaware 174District of Columbia 172Florida 1,671
Georgia 1,993Hawaii 209
Idaho 467Illinois 4,344Indiana 2,145Iowa 2,050Kansas 2,317Kentucky 2,560
Louisiana 1,436
Maine 1,029
Maryland 1,133Massachusetts 2,019Michigan 4,542Minnesota 2,528
Mississippi 1,016Missouri 2,503Montana 1,173Nebraska 3,108Nevada 208New Hampshire 422
New Jersey 2,083New Mexico 632New York 4,207North Carolina 2,181North Dakota 968Ohio 3,743
Oklahoma 2,007Oregon 1,250Pennsylvania 4,753Rhode Island 357South Carolina 1,220South Dakota 2,305
Tennessee 2,340Texas 4,374Utah 554Vermont 503Virginia 2,164Washington 1,543
West Virginia 2,227Wisconsin 2,291
Wyoming 402
American Samoa 49
Canal Zone 21
Guam 26
Puerto Rico 1,848
Virgin Islands NA
Schoo1 Plant Survey Sampl , 1964
Number ofplants selectedfrom universeto be sampled
20,020
19,204
816
433169217350369353
267122117290338132
244402307424550611
295501274351458472
269433562
1,027156279
308286244316548320
471371402223314
1,100
455343250365365329
685451286
4921
26720NA
Percent ofsamplereturned
Adjusted universeof school plants
89.7 87,811
90.2 85,928
75,9 1,883
91.7 1,81892.9 18986.2 60171.7 92193.5 5,83192.6 1,081
94.4 94182.8 163100.0 17297.2 1,60886.4 1,87098.5 198
93.0 44684.8 4,18284.7 2,08395.5 1,84388.0 2,09083.5 1,899
82.0 1,43294.8 93398.9 1,12591.5 1,93394.5 3,98794.3 2,298
88.1 97999.3 2,12285.4 1,03875.7 2,543
100.0 19999.3 407
97.1 2,02394.1 58692.6 4,05299.7 2,09985.8 83198.4 3,627
87.9 1,82497.8 1,19099.5 4,45896.9 34686.0 1,17878.9 1,872
93.8 2,14595.9 4,13296.0 52385.5 48393.4 1,80398.2 1,487
97.7 1,80288.0 2,14990.2 386
100.0 49100.0 2088.5 1773.1 1,797NA NA
1 Universe of school plants adjusted upon the basis of sample returns reportingschool plants no longer in use for instructional purposes.
28
NA-Not Available
APPENDIX B
State Tables
Information on school facilities in each State has beenprepared in the same table formats as those preparedfor the Nation. There are 19 basic tables and reports.Each of the 19 table formats is available in 57 separatetables. The components of these 57 tables are each ofthe 50 States, the District of Columbia, the four out-lying areas, totals for the 50 States and District of
Columbia combined, and aggregate totals for the 60States, the District of Columbia and outlying areas.These tables have been returned to the respective edu-cational agencies for their review and use. Data onselected characteristics of school facilities are reportedby State in the following six tables.
29
Table 10. Number and percent of instructional rooms by age and fire rating of permanent buildings, and instructionalrooms in nonpermanent buildings and in offsite facilities, by State: 1964-65
(Data for rooms ero roundoci to nearest 1003
State
Number ofinstructional
rooms inpublic school
plants
Grand wall, 1,550,500
50 States &DX 1,536,500
Outlying Arena . 14,000
Alabama 28,000Alaska 1,900Arizona 13,700Arkansas, . ........ 16,000California 130,700Colorado 18,100
Connecticut. , 14..10" 21,000Delaware 4,100Dist. of Col 4,900Florida 39,300Georgia 37,200Hawaii 5,800
Idaho 6,000Illinois 7600Indiana 40,401;Iowa,...,, 28,500Kansas 25,200Kentucky 28,400
Louisiana 32,000Maine 8,300Maryland 25,700Massachusetts 36,400Michigan 64,500Minnesota 33,000
Mississippi 20,900Missouri 34,100Montana 8,600Nebraska 17,300Nevada 3,500New Hampshire .. 5,200
Raw Jersey 46,000New Mexico 10,200New York 118,100North Carolina 45,100North Dakota 7,400Ohio 83,200
Oklahoma 25,800Oregon.... ....... 18,900Pennsylvania 79,500Rhode Island 5,900South Carolina 23,200South Dakota 8,600
Tennessee 31,400Texas 92,000Utah 10,100Vermont 3,700Virginia..., 34,500Washington 29,200
West Virginia 17,100Wisconsin 32,600Wyoming 4,500
American Samoa 200Canal Zone, , 500Guam 400Puerto Rico 12,900
Instructional roomsa in permanent buildings bycompletion date and combustibility
Before 1920and
combustible
Num- Per-ber cent
41,100 2,7
41,000 2.7
200 1,4
600(3)100100
1,400600
10000
0
500600
300
4002,900
8001,900400500
5001,2001,0002,0001,9002,300
700500
1,400100500
1,400100
2,100600500800
300600
2,100600300
1,100
600400
700400
1,000700
1,1001,800
100
000
200
2.30.60.80.61,13.5
2.41.80.01,51,34.5
5.93.82.06.51,72.1
1.514.83,95.42.97.1
0.12.06.08.12,7
10.0
3.00,71.81.47.41.0
1.33.12.69.51.2
13.0
2.00.43.619,32.92.3
6,75.61.9
0.00.00.01.4
,mm1After 1920
andcombustible
Before 1920and
noncombustible
After 1920and
noncombustible
Num-tier
Per-cent
Num-ber
Per-cent
Num-bar
Per-cent
96,200 6.2 175,000 11.3 1,193,900 77.0
94,100 6 174,100 11,3 1,184,500 77.1
2,200 15.7 800 5.7 9,400 67.1
4,700 16,9 800 2.8----------
21,200 75.5500 29.5 0 0,0 1,200 66.7300 2,2 1,200 8,8 11,700 85.0
1,800 11.8 900 5.8 11,800 78.932,300 24.7 3,100 2,3 80,600 61.7
500 2.9 2,000 10.9 14,600 80.5
300 1.3 3,200 15,1 16,800 80.1(9 1,1 (a) 0.3 3,900 95.9
0,0 900 19.4 3,000 79.81,400 3,5 1,800 4.5 32,800 83.42,500 6.7 1,600 4.4 32,000 86.01,700 29.8 100 2.1 3,400 59,1
400 5.3 1,100 16.0 4,800 70,4300 0.4 13,700 18.0 58,200 76.6200 0.5 8,100 20,1 30,800 76.4500 1.9 6,600 23.2 19,000 60.8500 1.9 3,100 12.5 20,500 81.4
1,000 4,5 2,200 9.5 18,900 80.8
2,500 7.8 1,600 5.0 25,800 80.71,900 22.5 800 10.2 4,200 51.0800 3.1 1,700 6,7 21,500 83.0900 2.6 8,700 24.0 24,300 66.7700 1.1 6,100 9,5 55,300 85.7800 2.5 4,400 13.3 25,000 75.8
1,100 5.3 500 2.4 18,800 90.01,000 2.9 4,900 14.5 26,800 78.7800 8.8 1,300 15.3 5,800 67.4800 4.8 3,700 21.4 11,200 64.4100 3.5 200 6.1 3,000 85.3200 3.3 800 14.8 3,700 71.1
300 0.6 8,900 19.4 35,200 76.5300 2.7 500 4.5 9,000 88.4500 0,4 17,600 14.9 96,100 81.3
3,900 8,8 2,200 4,8 37,500 83.2400 5.7 1,200 16.8 5,000 67.9100 0.1 14,800 17.8 06,300 79.7
1,000 4.0 2,300 9.0 21,000 81.45,400 28.5 1,200 6.6 11,400 60.4800 1.0 16,100 20.2 59,700 75.12
1,70000 3.9
7.21,0001,200
16,25.3
4,20019,700
70.384.7
900 10.6 1,400 16,9 4,900 56.6
4,500 14.3 1,800 5.7 24,000 76.44,300 4.7 5,200 5.7 78,400 85.2
300 3.0 1,700 16.4 7,700 76.5300 7.9 500 14.7 2,100 56.5
2,000 5.8 2,000 5.8 28,700 83.43,900 13.5 2,100 7.3 21,300 73.0
1,900 10.9 2,200 12.7 11,600 67.9500 1,5 4,500 13.8 25,300 77.8200 5,5 400 8.6 3,700 82.8
(3) 0.5 0 0.0 100 54.8100 15.3 100 10.5 400 71.6
(a) 9,6 0 0,0 300 80.22,000 15,8 800 6.0 8,600 66.5
Instructional rooms2 in-
Nonpermanentbuildings
Num- Per-im cent
31,900 2.1
31,000
800--------
500
(8)400300
1280
100
2,500302000
(a)300300100500600
1,200
(3)400200200100
300200100100100
(a)
(a)400500800
(3)200
800200400
0300100
4002,900
2,0
Offsitefacilit es
Num-ber
12,300
11,700
Per-cent
0.8
0.8
5. 600
1.92,12.92.19.61.9
0.50,10.76.40.74,1
0.50,40.80.31.82.6
3.9(3)
1.50.40,30.3
1,20,60.70,72,20.1
0.13.50.41.80.60,3
3,01.10.60.01.41.7
1.43.10.3
(a)600 1.8
1,000 3.5
100 0.8100 0,8
(3) 0.7
100 42.40,8
10.35.4700
100
100800100
11,00
8000
(3a)
610000100
200400
100
400100200300400300
200400200100
200(40)a)
1,0100100
1;,000
300
(a)400
100
(8)800
(8)100100100
20040 0
(8)
o600
4.3
0.51.10.30.70.60.3
0,60.80.00.70.80.3
1.80.80.31.20,80.6
1.21.50.90,90.60.9
1.01.31.80.50.10.8
0.50.21.20.21.71,2
1,30.30.50.20.21,3
0.20.90,21.90.40,5
1.01.20.5
2.81.80.04.9
1 Columns and rows may not add to exact totals because of varying inflation a Includes improvised or makeshift rooms used for instructional purposes.factors applied to individual school plants and because of rounding. a Less than 50.
30
Table 11.-Number of rooms used for instruction according to independently selected frequencies of site or buildingdeficiencies or both reported, by State; 1964-65
[Data for rooms are rounded to nearest 1007
State
Number ofinstructional
rooms 1
Instruotional room a
In buildings with fewer thantwo deficiencies reported
In buildings with more thanfour deficiencies reported
On sites and in buildings re-ported to have both site and
building deficiencies
Number Percent Number Percent Number PercentGrand totall....... 1,550,500 1,037,000 66,9 69,200 4.5 476,500 30.7
50 States and D.C. ...... 1,536,500 1,035,700 67,4 64,600 4,2 463,000 30,1
Outlying Areas, , 14,000 1,300 9.1 4,600 32.9 13,500 96.9
Alabama 28,000 11,700 41,9 3,600 12.8 23,700 84,5Alaska 1,800 1,300 08.0 100 7,3 300 14.1Arizona 13,700 10,400 75.5 500 3,3 6,500 47,5Arkansas 15,000 8,500 56.9 1,700 11,2 11,400 75,9California 130,700 111,300 85,2 2,500 1.9 62,600 47.9Colorado 18,100 13,800 76.0 800 4,6 1,600 8.9
Connecticut 21,000 19,700 94,1 0 0,0 1,300 6.0Delaware... ....... tfteffilffo 4,100 3,700 89.5 (8) 0.3 400 9.3District of Columbia. 4,900 3,800 76,7 200 4,0 700 14,4Florida 39,300 26,900 68,4 1,700 4,2 26,700 68.0Georgia t4 37,200 26,900 72.4 2,100 5.6 20,200 54,4Hawaii 5,800 2,100 35,9 300 4.9 5,800 99.9
Idaho 6,900 2,600 38.5 1,300 19,3 1,200 18,2Illinois, .. 76,000 51,300 67,6 2,400 3.2 8,900 11.8Indiana 40,400 23,800 58.9 2,100 5.2 4,300 10.6Iowa 28,500 16,400 57.7 6,900 24.2 4,300 15.2Kansas 25,200 16,900 67.1 600 2.4 3,300 13.0Kentucky 23,400 12,300 52.6 3,200 13.7 8,900 37.9
Louisiana 32,000 22,900 71.7 1,400 4,4 20,300 63.3Maine 8,300 4,800 57.8 400 4.9 1,700 20,9Maryland 25,700 16,600 64.7 500 2.1 4,400 17.2Massachusetts... 36,400 29,700 81,7 800 2.3 5,900 18.1Michigan 64,600 47,400 73.4 1,900 3.0 3,800 5,9Minnesota 33,100 19,600 59.5 1,300 4.0 2,800 8.4
Mississippi 20,900 11,000 52.6 800 3.6 14,500 69.1Missouri 34,100 17,200 50.4 3,100 9.2 6,900 20.3Montana 8,600 4,800 49,7 600 7,5 1,100 12.9Nebraska 17,300 11,300 65.3 400 2.4 2,700 15.6Nevada 3,500 2,900 82,4 100 2.3 100 2.8New Hampshire 5,200 3,300 63,9 100 2.8 800 14.6
New Jersey 46,000 39,100 85.1 600 1.3 6,700 14.6Now Mexico 10,200 7,200 70.4 200 1.5 3,000 29.5New York 118,100 88,100 74.5 1,400 1.2 12,500 10.6North Carolina 45,100 30,500 67.5 1,900 4.3 31,100 69.0North Dakota 7,400 3,700 49.8 600 7.4 900 12.7Ohio 83,200 56,000 67.3 1,700 2.0 8,100 9.7
Oklahoma 25,800 11,800 45.8 1,800 6.9 12,100 47.1Oregon 18,900 13,200 70,0 500 2.9 1,100 5.8Pennsylvania 79,500 66,100 83.1 800 1.1 7,100 8.9Rhode Island 5,900 4,900 83.0 100 1.5 1,000 17.6South Carolina. 23,200 15,600 67.3 400 1.6 15,800 68.3South Dakota. 8,600 4,600 54.2 600 6.5 2,600 30.8
Tennessee ........ ....... 31,400 5,200 16.7 3,600 11.5 19,100 60.9Texas 92,000 60,100 65.3 2,800 3.0 57,600 62.6Utah 10,100 5,200 51.9 600 6.0 1,100 11.3Vermont 3,700 2,100 55.6 300 8.6 600 16.8Virginia 34,500 18,300 53.2 1,200 3.4 15,100 43.9Washington .. 29,200 20,000 68,4 1,400 4,9 2,000 6.8
West Virginia . . 17,100 6,800 39,5 1,200 7.3 5,500 31.9Wisconsin . 32,600 20,200 62.2 1,100 3.2 1,900 5.8Wyoming 4,500 2,500 5F,1 400 8.3 700 16.0
American Samoa 200 100 29.6 100 49.2 100 82.7Canal Zone 500 400 74.2 (8) 0.8 500 97.2Guam 400 100 21.6 100 14.0 300 78.9Puerto Rico 12,900 800 5.8 4,400 34.5 12,600 97.6
% Columns may not add to exact totals because of varying inflation factorsapplied to individual school plants and because of rounding,
a Includes improvised or makeshift rooms used for instructional purposes.
Less than 50.
NOTE S -Data do not add across to number of instruction rooms because ofduplication.
31
Table 12.- Number and percent of pupils in public school plants with deficiencies in water and sanitary facilities, byState: 119641-65
Data for pupils are rounded to nearest 1001......,x,
State
Water pressureand supply at out-
lets in buildingsdo not meet
local orState Healthrequirements
Number Percent
Grand totall 050,400
50 States and D.C. 707,200
2,1
1,8
Outlying Areas 143,200 24.3
Alabama 50,400Alaska 2,600Aoizona (2)
Arkansas 17,400California , 29,300Colorado 5,300
Connecticut 2,600Delaware . 0District of Columbia 2,700Florida 7,500Georgia 23,200Hawaii 2,500
IdahoIllinois
IndianaIowaKansasKentucky
LouisianaMaineMarylandMassachusettsMichiganMinnesota
MississippiMissouriMontanaNebraskaNevadaNew Hampshire
New JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhio
OklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth Dakota.,,,
TennesseeTOMS I 000000000000000 00 0
UtahVermontVirginia
Washington
Went VirginiaWisconsinWyoming
American Samoa,Canal ZoneGuamPuerto Rico
3,00020,30020,40010,30016,10037,200
13,6003,80019,10011,4005,4005,300
10,70013,1006,6003,300
700200
6,4004,500
69,30057,3001,200
40,900
14,0001,300
23,500100
6,700
5,400
25,80041,6006,6002,100
26,3006,500
19,6002,8001,300
00
700142,500
6.76,0
(3)4.80.81.2
0.50.02.00,72.31,6
1.91.01.91.63.06.1
1.81.92.71.30,30.7
1.91.68.71.00.30.6
0.61,92.25.00.81.9
2.50,31.10.11.13.2
3.11.92.42.62.80.9
4.50.41.4
0.00.05.9
25.6
Pupils enrolled at school plants whore-
No water ispiped into
building orbuildings
Number and dis.tribution of
sanitary facili-
ties do notmeet applicable
healthrequirements
Toilets are
located inoutdoorprivies
Hot water isnot availableat most hand
washinglavatories
Number I Percent Number Percent Number Percent Number Percent
104,700 0.5 2,689,400 6.7 510,400 1.312,136,200 30.3132,500 0.3 2,315,300 5.0 248,400 1,011,573,300 29.452,200! 8.9 374,100 63,6 270,000 45.9 562,900 95.7
13,300 1.8 139,300 18.6 29,300 3.0 649,500 86,9700 1.6 3,900 9.1 1,100 2.5 2,100 4.8(2)
(3)1,700 0.5
16,60047,900
4.713.4
1004,600
(3)1.3
194,274,100
800 55376.,5
0 0.0 179,200 4.8 16,700 0.4 2,102,500 55.8300 0,1 10,100 2,2 300 0.1 22,000 4.8
0 0,0 10,200 2.0 0 0.0 47,800 9.30 0.0 1,100 1.1 0 0.0 8,600 8.70 0.0 22,800 16.6 0 0.0 7,200 5,2
500 0.1 66,000 6.1 11,900 1.1 773,700 71,6700 0.1 45,100 4.4 1,400 0.1 611,800 59,5100 0.1 3,900 2,5 3,100 2.0 155,400 100.0
1,100 0.7 20,400 12.7 (2) (2) 8,300 5.25,100 0.3 77,500 4,0 1,000 0,1 153,500 7.92,900 0.3 65,900 6.3 3,000 0.3 66,600 6,31,600 0.3 54,900 8.5 2,000 0.3 63,100 9.71,500 0.3 18,800 3,5 1,900 0.4 40,700 7.6
14,500 2.4 104,400 17.2 33,500 5.5 183,000 30.1
900 0.1 38,000 4.9 13,600 1.8 516,200 67.21,500 0.8 10,300 5,1 1,500 0.7 38,800 19.1
0 0,0 48,900 6.8 0.0 137,200 19,10 0.0 31,400 3.5 0 0.0 134,300 15.0
8,100 0.5 47,900 2.7 400 (3) 52,400 2,910,100 1,3 44,500 5.7 5,000 0.6 17,400 2.2
1,700 0.3 25,400 4.5 4,900 0.9 398,800 69.73,300 0.4 68,700 8.4 6,900 0,8 104,700 12,81,300 0.8 10,500 5.9 1,800 1.0 3,500 2.0
(7,9002.3
2)(3 )
19,900100
5,71,2
10,600100
3,10.1
31,000800
8.90.9
01 0.0 5,,1800 4.7 0 0.0 14,400 11,6
3,000 0.3 32,700 2.8 0 0,0 190,300 16.4200 0,1
0 0.022,400
208,1009.26,6
5000
0.20.0
57,100158,400
23.65.1
0 0.0 113,800 9.9 12,500 1,1 789,500 68.93,000 2.0 7,800 5.1 2,800 1.9 6,800 4,54,800 0,2 106,600 4,9 1,200 0.1 113,500 5.2
100 (8) 49,700 8.7 5,800 1.0 255,300 44.80 0.0 19,400 4.5 100 (3) 6,300 1,5
5,000 0.2 67,500 3,2 12,500 0.6 134,000 6,40 0.0 9,100 6.0 0 0.0 30,400 20.0
1,400 0,2 30,300 4.8 1,500 0.2 465,600 74.111,300 6.8 13,700 8,2 12,500 7,5 31,700 19.1
9,000 1,1 120,000 14.5 17,800 2.2 493,900 59.50 0.0 91,100 4,2 0 0,0 1,455,300 67.1
100 19,600 7.3 100 (3) 8,700 3.2900 0.5 6,700 8.2 400 0.5 10,000 12.3
7,400
(2)
0
(3)
.8 29,10026,300
3,13,7
10,400
(2)1.1 405,500
16,40043.82.3
6,100 1.4 67,900 15,4 12,500 2.8 94,700 21.51,200 20,700 2,6 2,700 0.3 30,600 3.8
500 0,5 12,800 14.3 600 0.6 5,900 6.6
3,200 46,5 3,$00 48.7 4,200 61.9 4,600 67.63,200 25.4 0 0,0 0 0.0 9,000 72.1
0 0.0 3,100 26,7 0 0.0 8,900 75.545,800 8,2 367,600 66.0 265,800 47.7 540,400 97.0
1 Columns may not add to exact totals because of varying inflation factors a Less than 50.applied to Individual school plants and because of rounding. a Less than one-tenth of 1 percent.
32
Table 13.-Number of permanent, nonpermanent school buildings, and offsite facilities by number of deficienciesreported, and by State: 1964-65
[Data for buildings are rounded to nearest 10]
StateNumber of building deficiencies
None
Grand total'
50 States and D. C. .....Outlying Areas
AlabamaAlaskaArizonaArkansasCaliforniaColorado
ConnecticutDelawareDistrict of ColumbiaFloridaGeorgiaHawaii
IdahoIllinoisIndianaIowaKansasKentucky
LouisianaMaineMarylandMassachusettsMichiganMinnesota
MississippiMissouriMontanaNebraskaNevadaNew Hampshire
New JerseyNew MexicoNew YorkNorth CarolinaNorth DakotaOhio
OklahomaOregonPennsylvaniaRhode IslandSouth CarolinaSouth Dakota
26,960
26,940
10
27680
230200
6,140430
9207070
830460
10
601,240
450390330320
520180340830990710
170390200840120100
560120
1,970470140890
350500520180250260
One Two
75,010 37,290
74,880 36,180
130 1,110
Three
15,690
Four Five Six
6,160 2,430 830
14,380 5,320 2,000 680
1,31.0 830 430 150
1,20060
680860
9,320810
530190150
1,6801,990
190
2203,8801,8301,2501,840
940
1,840400980
1,0603,540
980
9201,430
430830150270
2,180680
2,6902.,930
3403,640
1,4901,1804,440
1601,220
480
1,18060
290520
2,270290
1103050
770 085160
1901,7101,000
870800650
620370540380
1,4201,170
7201,290
49096050
190
2301,710
940350
1,620
1,320450
80440820
Tennessee 370 1,340 1,120Texas, 790 5,190 1,990Utah, 100 420 240Vermont 110 150 180Virginia 220 1,330 1,160Washington 400 1,610 580
West Virginia 270 1,080 760Wisconsin 500 1,710 940Wyoming 100 200 180
American Samoa , 0 (2)
Guam R0
(2)30
110Canal Zone
Puerto Rico 100 1,090....
1 Columns may not add to exact totals because of varying inflation factorsapplied to individual school plants and because of rounding.
(2)
4303070
180420190
201020
33034060
150670430330330390
270200140240600590
2004402104302090
180110330430230610
40026032040
200430
500490160110370390
44048080
10
1,290
2802030
140380
80
0(2)
1012013020
501401909050
290
110706060
160130
50270
70110
1030
602040
13070
110
18080801030
220
2702006050
140110
18011030
(23800
130(2)
20309030
00
(2)6040
(2)
4050203020
180
502010
5020
40
301102030
(2)10
03090601040
602040101050
1707010105050
504010
(2)00
430
60(2)
02040
(2)
0
(2)20400
10302020
(2)80
10
100
10
1030
221
2
2
o(2)1
0302020
1000
(2)10
10
4030
(2)10
020
101010
00
(2)150
Totalnumber ofbuildingsSeven Eight Nine
240 60 (2) 164,650
240 60 (2) 160,670
0 0 0 3,980
30(2)
0201010
00
(2)0
00
10000o
10
0(2)
0100
10
0300
1000
0(2)
010
0
100
1000
10
1010
(2)0
010
10100
o000
20(2)
0(2)
00
000000
(2)o0
101010
000000
000000
0000
0
00
100
(2)0
000
(2)00
000
000
(2)00000
000000
0000
0
0
0000
000000
0000
0
000000
000000
000
000
3,600260
1,3201,970
18,6601,850
1,580300300
3,8303,440
7207,7203,9202,9903,3702,870
3,4301,2402,0802,6206,7503,630
2,1003,9901,4203,210
350690
3,3501,2006,8305,0101,1606,940
3,8202,4906,370
4602,1502,270
3,8208,770
990610
3,2703,170
2,7903,800
610
504020
3,870
2 Less than 5.
33
Table 14.-Pupils enrolled in public school plants by selected ratios of pupils to instructional room, organizationallevel and by State: 1964-6S
[Data for pupils are rounded to nearest 1,000]
State
Number and percent of pupils in- Number of pupils in-
All school plants2 Elementary schoolplants
Secondary schoolplants
Combined schoolplants
Less than 25 30 or more Lessthan
Morethan3 0
Lesst2 55n
Morethan30
Lossthan25
Morethan30Number Percent Number Percent 25
Grand total2 14,283,000 35.7 12,645,000 31.6 6,857,000 6,696,000 4,053,000 4,199,000 3,372,000 1,750,000
50 States and D,C.. . . . 14,260,000 36.2 12,115,000 30.7 6,844,000 6,421,000 4,045,000 4,066,000 3,370,000 1,629,000
Outlying Areas 23,000 3.8 530,000 90.0 13,000 276,000 8,000 133,000 2,000 121,000
Alabama 203,000 27.1 337,000 45.5 46,000 138,000 46,000 04,000 110,000 134,000Alaska , 17,000 40.5 7,000 15,9 11,000 2,000 1,000 2,000 6,000 2,000Arizona 125,000 35.5 88,000 24,9 84,000 31,000 37,000 49,000 4,000 9,000Arkansas 147,000 41.1 110,000 30.7 34,000 42,000 36,000 35,000 77,000 32,000California 831,000 22.1 1,812,000 48.1 592,000 1,029,000 224,000 776,000 15,000 7,000Colorado 159,000 34.5 151,000 32.9 76,000 92,000 65,000 58,000 18,000 1,000
Connecticut, , . , .......... . , 279,000 54,2 60,000 11.6 154,000 43,000 97,000 10,000 27,000 7,000Delaware 44,000 44.1 17,000 16.7 6,000 7,000 22,000 3,000 16,000 7,000District of Columbia 23,000 16.7 50,000 36.5 10,000 47,000 13,000 2,000 DLA. NAFlorida 224,000 20.7 436,000 40.4 103,000 159,000 59,000 230,000 61,000 48,000Georgia 178,000 17.3 468,000 45.5 93,000 281,000 380000 83,000 47,000 104,000Hawaii 40,000 26.0 43,000 28.0 25,000 15,000 8,000 21,000 7,000 8,000
Idaho 70,000 43.7 33,000 20.5 24,000 19,000 27,000 6,000 19,000 7,000Illinois 847,000 43.3 611,000 31.3 500,000 362,000 219,000 191,000 128,000 58,000Indiana 366,000 34.6 323,000 30.6 133,000 213,000 82,000 75,000 151,000 35,000Iowa 405,000 62.5 113,000 17.4 176,000 30,000 94,000 49,000 136,000 33,000Kansas 300,000 56.1 101,000 18.9 165,000 47,000 85,000 46,000 51,000 7,000Kentucky 188,000 31.0 165,000 27.2 101,000 85,000 30,000 41,000 57,000 40,000
Louisiana 293,000 38.1 230,000 29.9 81,000 127,000 43,000 70,000 169,000 33,000Maine 90,000 44.1 39,000 19.3 49,000 30,000 30,000 7,000 10,000 3,000Maryland 136,000 18.9 305,000 42.4 56,000 209,000 65,000 76,000 15,000 20,000Massachusetts 402,000 44.8 153,000 17,1 184,000 97,000 164,000 50,000 54,000 7,000Michigan 553,000 30.6 703,000 39.0 284,000 373,000 153,000 192,000 115,000 138,000Minnesota 432,000 55,0 153,000 19.5 118,000 81,000 146,000 54,000 168,000 18,000
Mississippi 164,000 28.7 259,000 45.3 30,000 87,000 30,000 20,000 103,000 152,000Missouri 363,000 44.5 223,000 27.3 137,000 140,000 92,000 72,000 134,000 12,000Montana 95,000 53.8 29,000 16.7 45,000 5,000 17,000 18,000 33,000 6,000Nebraska 226,000 65.1 59,000 17.0 77,000 31,000 46,000 20,000 103,000 8,000Nevada 31,000 34.7 26,000 29.2 18,000 12,000 8,000 14,000 5,000 NANew Hampshire 57,000 45.5 23,000 18.3 23,000 17,000 20,000 5,000 13,000 1,000
New Jersey 550,000 47.3 212,000 18,3 354,000 98,000 152,000 107,000 44,000 7,000New Mexico 100,000 41.3 59,000 24.3 48,000 26,000 39,000 33,000 13,000 (3)New York 1,184,000 37.8 820,000 26.2 683,000 276,000 285,000 419,000 217,000 124,000North Carolina 364,000 31.7 327,000 28.5 146,000 150,000 63,000 79,000 154,000 97,000North Dakota 91,000 60.0 29,000 19.2 25,000 8,000 11,000 5,000 55,000 15,000Ohio 680,000 31.0 647,000 29.5 332,000 377,000 195,000 229,000 152,000 41,000
Oklahoma 303,000 53.2 125,000 21.9 92,000 85,000 82,000 32,000 130,000 8,000Oregon 233,000 53.6 61,000 14.1 147,000 19,000 71,000 38,000 15,000 4,000Pennsylvania 658,000 31,2 631,000 30.0 344,000 405,000 246,000 186,000 69,000 39,000Rhode Island 59,000 39.0 44,000 29,0 29,000 28,000 24,000 15,000 6,000 1,000South Carolina 161,000 25.6 284,000 45.1 48,000 160,000 64,000 50,000 49,000 73,000South Dakota 113,000 67.9 21,000 12.6 38,000 8,000 8,000 10,000 67,000 3,000
Tennessee 212,000 25.6 273,000 32.8 104,000 160,000 67,000 64,000 41,000 48,000Texas 1,039,000 48.0 538,000 24.8 457,000 295,000 328,000 148,000 255,000 95,000Utah. 82,000 30.3 110,000 40.7 36,000 61,000 37,000 46,000 8,000 2,000Vermont 52,000 64.2 9,000 10.8 25,000 5,000 16,000 3,000 12,000 1,000Virginia 216,000 23.3 330,000 35.6 93,000 213,000 76,000 56,000 46,000 61,000Washington 314,000 43.8 136,000 19.0 129,000 84,000 153,000 41,000 32,000 11,000
West Virginia 141,000 32.1 154,000 35.0 78,000 53,000 28,000 83,000 35,000 17,000Wisconsin 368,000 45.6 170,000 21.1 183,000 54,000 84,000 75,000 101,000 40,000Wyoming 52,000 57.6 9,000 9.9 18,000 3,000 18,000 4,000 15,000 1,000
American Samoa 1,000 8.5 4,000 55.0 1,000 3,000 NA (3) 1,000Canal Zone 7,000 53.5 1,000 11.7 3,000 NA 3,000 NA 1,000 1,000
Guam 3,000 21.4 8,000 68.3 1,000 6,000 1,000 2,000 1,000 NAPuerto Rico 13,000 2.3 516,000 92.7 9,000 267,000 4,000 131,000 (3) 119,000
1 The ratio is determined by dividing all the instructional rooms (includingmakeshift or improvised, nonpermanent, and oir-site facilities) reported in aschool plant into all the pupils attending school in those rooms.
a Columns may not add to exact totals because of varying inflation factors
applied to individual school plants and because of rounding.8 Less than 500.
NA-Not applicable.
Table 15,-Number of additional rooms needed for instructional use as determined by varying measures of pupilaccommodation and according to local opinion of rooms needed to eliminate overcrowding, by State: 1964-65
(Data for rooms are rounded to nearest 100]
State
Number of additional rooms needed to reduce maximum class size to-Local
Level I Level II Level III appraisal
25,0 Elementary pupils per room20.0 Secondary pupils per room
27.4 Elementary pupils per room27.5 Secondary pupils per room
30.0 Elementary pupils per room80.0 Secondary pupils per room
ofovercrowding
Grand total 298,200 106,700 57,400 108,500
50 States and D.0 , 285,900 98,300 50,800 104,400
Outlying Areas , 12,300 8,300 6,600 4,100
Alabama 7,1002100
1,400 2,200Alaska 200 (2) 200Arizona 2,600 900 500 1,100Arkansas 2,600 1,000 600 1,100California 33,500 12,300 5,900 7,400Colorado... .......... 3,600 1,300 600 1,100
Connecticut 2,000 500 200 2,100Delaware 500 100 100 400District of Columbia 1,100 400 200 600Florida 10,000 3,300 1,500 3,000Georgia 9,600 3,800 2,000 4,000Hawaii 1,200 300 100 100
Idaho 1,100 300 200 400Illinois 13,500 6,400 4,100 5,400Indiana 7,300 2,300 1,100 2,600Iowa 3,500 1,200 700 1,100Kansas 2,700 800 300 1,700Kentucky 4,400 1,400 600 1,900
Louisiana 5,600 2,000 1,100 1,200Maine 1,100 300 200 800Maryland 6,600 2,200 1,000 3,000Massachusetts 5,000 1,200 500 3,200Michigan 14,700 5,600 3,000 4,000Minnesota 3,800 1,100 500 2,300
MississippiMissouri
5,5004,900
2,5001,700
1,600900
1,3002,300
Montana 900 300 200 700Nebraska 1,500 600 43,`J, 1,200Nevada 600 200 100 300New Hampshire 700 200 100 500
New Jersey 6,500 1,500 600 3,700New Mexico 1,600 500 200 600New York 22,900 7,800 4,400 12,300North Carolina 8,100 2,800 1,400 4,000North Dakota 800 300 200 500Ohio 15,100 4,700 2,200 3,500
Oklahoma 3,100 900 400 1,300Oregon 2,200 600 300 900Pennsylvania 16,900 5,100 2,700 4,500Rhode Island 1,100 400 200 600South Carolina 5,700 2,200 1,100 1,800South Dakota 600 200 100 800
Tennessee 6,700 2,200 1,000 2,000Texas 13,300 4,700 2,600 3,200Utah 2,300 800 400 600Vermont 300 100 (2) 500Virginia 7,800 2,700 1,200 2,100Washington 4,300 1,100 500 1,100
West Virginia 4,000 1,400 700 1,300Wisconsin 4,900 1,400 700 1,700Wyoming 400 100 (2) 400
American Samoa 100 100Canal ZoneGuam
100100 2)) (2
212)
Puerto Rico 12,000 8,200 6,500 4,000
Columns may not add to exact totals because of varying inflation factors 2 Less than 50.applied to individual school plants and because of rounding.
35 3'
APPENDIX C
Questionnaire Items
HEWSURVEY OF SCHOOL PLANTSU.S. Department of Health, Education, and WelfareOffice of EducationWashington, D.C. 20202
OE 2141 (8-63)Bureau of the Budget No. 51R431.1Approval Expires: 4/1/65
SCHOOL PLANT INFORMATION
(Preprinted Plant Information appeared on each form)Name and address of school (s) located on this site:
Selection Code
Plant CodeSite Totals: Designed rooms xxx Makeshift rooms xx[Grade Span (s) and Enrollment (s) were preprinted inquestion box headings]
A. Elementary grade spanLowestHighest
B. Elementary pupil enrollment at this site on or aboutSeptember 30, 1964 excluding kindergarten andnursery
C. Nursery and kindergarten pupil enrollment
D. Secondary (Middle, High, Jr. High, etc.,) grade spanLowestHighest
E. Secondary pupil enrollment, excluding junior collegeor grades 13 and 14
F. Number of full-time day students in junior collegeor grades 13 and 14 who share this school plant atthe same time during the day
G. According to standards for class-size for most offer-ings, do you consider the school plant overcrowdedwhen all instructional rooms (excluding makeshiftor improvised rooms) are taken into account?
Yes No
H. How many additional regular and special instruc-tional rooms are needed to eliminate overcrowding?
If instructional rooms are needed to eliminate over-crowding in this school plant, what type (s) of specialinstructional facilities are needed, if any?
NoneScience laboratoryLanguage laboratoryIndustrial, vocational or technical shopArts and/or crafts laboratoryMusicHome economics laboratoryKindergarten roomOther
Do water pressure and supply at outlets in thebuilding(s) adequately meet local and/or Statehealth requirements ? (It is assumed that water sup-ply meets the usual needs during the school day.)
YesNoNo water piped to building (s)
Do number and distribution of sanitary facilities(e.g., toilets, wash basins, drinking fountains, etc.)meet applicable health requirements ?
YesNo
Location of toilets :
In building(s)In privy (ies)
M. Is hot water available at most hand washing lava-tories?
YesNo
INSTRUCTIONAL BUILDING (S)Instructions:
1. Complete one section for each building used for in-structional purposes. Preprinted data will assist youin identifying the building or addition to be reportedin each section, if more than one unit is located onthis site. Please provide additional information forany omitted or new buildings or additions.
2. If a group of nonpermanent buildings (e.g. port-ables, transportables, mobile classrooms, etc.) havesimilar structural characteristics, complete one sec-tion for the group.
37
3. When answering structural, fire, and health ques-tions, mark the responses with generally characterizethe entire building, addition, or nonpermanentfacility.
4. If instructional rooms are off -site, enter only infor-mation for the portion of the off -site facilities usedby your school.
Items:
1. Type of building or location of instruction rooms?a. Building no longer in useON SITE:b. Permanent buildingc. Addition to permanent buildingd. Nonpermanent building (e.g. portables, trans-
portables, etc.) and mobile classroom (s).OFF SITE:e. On another school sitef. Not on another school site (e.g. public and non-
public buildings, residences, churches, etc.)2. Total number of rooms designed or remodeled for
instruction, excluding improvised or makeshift class-rooms and general-use facilities.
3. Total number of improvised or makeshift roomsused for instruction, but not designed or remodeledfor this usage: e.g., basements, etc.
4. Are any indications of structural defects evident?(Bulging, shifting, sagging, or cracking of founda-tions, walls, roofs, or floors.)
NoneSlight, evident for several yearsSlight, recently observedExtensive, evident for several yearsExtensive, recently observed
5. Does the heating system permit a temperaturerange of 68° 74° F. to be maintained in instruc-tional rooms?
YesNoNot applicable
38
6. Is the fire alarm distinctly different from programsignals, and audible throughout the building?
YesNoFire alarm not provided
7. Are stairwells and stairways constructed of fire-resistive materials?
YesNoNo stairways
8. Are stairways and stairwells properly enclosed soas to separate them from the corridor in order toprevent the spread of smoke or fumes?
YesNoNo stairways
9. Do exit provisions meet applicable State or localfire-protection standards?
YesNo, minor infraction (s)No, major infraction (s)
10. Is a sprinkler system or fire detection system pro-vided in high fire hazard areas (basements, storagerooms, etc.) ?
YesNo
11. Does the electrical system meet usual demandsplaced upon it during the school day?
YesNowiring circuits insufficientNo electric service in building
12. Is a sufficient amount of nonglare daylight and/orartificial light, uniformly distributed, on desks,chalkboards, and other pupil-work stations in in-structional rooms? (Approximately 30 foot candlesor more.)
Completely satisfactoryPartially satisfactoryUnsatisfactory
-11.r U, 5, GOVERNMENT PRINTING OFFICE: 1965-774-144